GENERAL EDUCATION &

TRAINING PHASE (GET)

MATHEMATICS
SBA EXEMPLAR BOOKLET
GRADES 7-9
FOREWORD
The Department of Basic Education has pleasure in releasing a subject exemplar booklet
for School Based Assessment (SBA) to assist and guide teachers with the setting and
development of standardised SBA tasks and assessment tools. The SBA booklets have
been written by teams of subject specialists to assist teachers to adapt teaching and
learning methods to improve learner performance and the quality and management of
SBA.

The primary purpose of this SBA exemplar booklet is to improve the quality of teaching
and assessment (both formal and informal) as well as the learner’s process of learning
and understanding of the subject content. Assessment of and for learning is an ongoing
process that develops from the interaction of teaching, learning and assessment. To
improve learner performance, assessment needs to support and drive focused, effective
teaching.

School Based Assessment forms an integral part of teaching and learning, its value as a yardstick of effective quality

remediation, but it also assists to improve the quality of teaching and learning. The information provided through quality
assessment is therefore valuable for teacher planning as part of improving learning outcomes.

Assessment tasks should be designed with care to cover the prescribed content and skills of the subject as well as

ensure that the learner understands the content and has been exposed to extensive informal assessment opportunities
before doing a formal assessment activity.

The exemplar tasks contained in this booklet, developed to the best standard in the subject, is aimed to illustrate best
practices in terms of setting formal and informal assessment. Teachers are encouraged to use the exemplar tasks as
models to set their own formal and informal assessment activities.

MR HM MWELI
DIRECTOR-GENERAL
DATE:
Table of Contents
1. INTRODUCTION ..............................................................................................................3
2. AIMS AND OBJECTIVES .................................................................................................3
3. EXEMPLAR ASSESSMENT TASKS ................................................................................3
4. COGNITIVE LEVELS IN MATHEMATICS ........................................................................4
5. ASSIGNMENTS................................................................................................................4
(a) Purpose of a mathematics assignment .....................................................................4
(b) Developing a mathematics assignment .....................................................................4
(c) Administering a mathematics assignment .................................................................5
5.1. Grade 7 Assignment exemplar ......................................................................................5
5.2. Grade 8 Assignment exemplar ....................................................................................14
5.3. Grade 9 Assignment exemplar ....................................................................................21
6. EXAMINATION ...............................................................................................................30
(a) Purpose of a mathematics examination ..................................................................30
(b) Developing a mathematics examination ..................................................................30
(c) Administering a mathematics examination ..............................................................31
6.1. Grade 7 Examination exemplar ...................................................................................32
6.2. Grade 8 Examination exemplar ...................................................................................46
6.3. Grade 9 Examination exemplar (Framework) .............................................................60
7. INVESTIGATION ............................................................................................................87
(a) Purpose of a mathematics Investigation ..................................................................87
(b) Developing a mathematics investigation .................................................................87
(c) Administering a project ............................................................................................87
7.1. Grade 7 Investigation exemplar ..................................................................................89
7.2. Grade 8 Investigation exemplar ..................................................................................96
7.3. Grade 9 Investigation exemplar ................................................................................106
8. PROJECT .....................................................................................................................116
(a) Purpose of a mathematics project .........................................................................116
(b) Developing mathematics projects ..........................................................................116
(c) Administering a project ..........................................................................................116
8.1. Grade 7 Project exemplar .........................................................................................118
8.2. Grade 8 Project exemplar .........................................................................................132
8.3. Grade 9 Project exemplar .........................................................................................136

2
1. INTRODUCTION

Assessment in the National Curriculum Statement Grades R – 12 comprises School-

Based Assessment (SBA) for subjects offered in the General Education and Training band
(GET) and a final end-of-year examination.

School-Based Assessment is designed to address the content competencies, skills, values

and attitudes of the subject, and to provide learners, parents and teachers with results that
are meaningful indications of what the learners know, understand and can do at the time
of the assessment.

School-Based Assessment allows for learners to be assessed on a regular basis during

the school year. This assessment is a compulsory component for progression and
promotion in all the different school phases and includes a variety of forms of assessment
as contemplated in Chapter 4 of the Curriculum and Assessment Policy Statements.
Moderation should ensure that the quality and standard of the School-Based Assessment,
as contemplated in Chapter 4 of the Curriculum and Assessment Policy Statements, have
been met.

2. AIMS AND OBJECTIVES

When the Department of Basic Education (DBE) engaged with the provinces and districts
to strengthen the SBA, it was revealed that many schools across the country grapple to
understand and develop good quality examinations, investigations and projects.

The purpose of this document is to provide both teachers and learners with a set of quality-
assured SBA tasks. This document was also developed with an intention to engage
Provincial Education Departments (PEDs) on aspects to be considered when capacitating
their teachers on the setting of quality SBA tasks.

This document provides exemplar tasks that reflect the depth of Mathematics curriculum
content appropriate for Grades 7, 8 and 9. Every effort has been taken to ensure that the
distribution of marks in the tasks is in accordance with the cognitive levels of the taxonomy
used in the Mathematics CAPS document.

3. EXEMPLAR ASSESSMENT TASKS

The exemplar assessment tasks in this booklet are presented according to the forms of
assessment that include Assignments, Examinations, Investigations and Projects for the
Senior Phase. Exemplars of each of these forms of assessment are meant to demonstrate
to subject advisors and teachers how they should be developed. Detailed descriptions of
these forms of assessment and issues to consider when developing them are presented
prior to the actual exemplars. It is anticipated that PEDs will continue to mediate the
exemplars and ensure that teachers acquire the skills of developing the SBA tasks for their
learners.

3
4. COGNITIVE LEVELS IN MATHEMATICS

Effort was taken to ensure that the assessment tasks, especially examinations, comply
with the following distribution of marks according to the cognitive levels as contemplated
in Chapter 4 of CAPS for Mathematics:

Knowledge Routine procedures Complex Problem solving

procedures

25% 45% 20% 10%

In determining the level of complexity and cognitive demand of a task, consideration

should be given to the extent to which the task requires the use of integrated content and
skills drawn from different topics, the complexity of the context in which the problem is
posed, the influence of non-mathematical considerations on the problem, and the extent
to which the learner is required to make sense of the problem without guidance or
assistance.

5. ASSIGNMENTS

(a) Purpose of a mathematics assignment

A Mathematics assignment, as is the case with tests and examinations, is mainly an

individualised task. It can be a collection of past questions, but should focus on more
demanding work as any resource material can be used, which is not the case in a task
that is done in class under supervision. An assignment could provide learners with the
opportunity to consolidate a topic or section that has been covered in class, or to apply an
approach or method studied in class to a new context, or to revise for tests and/or
examinations. Both the content and contexts of the assignment are likely to be familiar to
the learner.

(b) Developing a mathematics assignment

Since an assignment is primarily meant to consolidate the mathematics topics learnt and
to prepare learners adequately for the test/examination, the questions constituting an
assignment could be selected from the appropriate questions in the previous question
papers. However this does not preclude teachers from developing their own questions that
are pitched at different cognitive levels as it is done when developing the examination
questions.

4
 (c) Administering a mathematics assignment

To ensure that the assignment serves its intended purpose of preparing learners for an
examination, the timing of administering should be opportune. In other words, an
assignment should be administered just before an examination is administered.

5.1. Grade 7 Assignment exemplar

`

Name: _______________________________________________________

Class: ___________________________ Date: ______________________

Section: Topic Mark Learner’s mark

Content area
Section A Whole numbers
Content area 1: Numbers, Exponents 22
operations and relationships
Section B Construction of geometric figures
Content area 3: Space and shape Geometry of 2D shapes 28
Geometry of straight lines

Total 50 = %

Total: 50 Marks Time: 1 hour Date: ……………………..

Instructions:

1) Answer all questions on the paper.

2) Write your name and date in the spaces provided.

3) No calculators are allowed.

4) Show calculations as requested on the question paper.

5) The marks allocated are an indication of the number of steps per calculation.

6) Check your answers.

5
 Section A: Content area 1

Numbers, operations and relationships

Question 1: Whole numbers

1.1 Arrange the following numbers in ascending order. 1

665 965 596

965 965 596
565 965 596

95 965 596
596 965 596
65 965 596

____________________________________________________________________

1.2 Which one of the following numbers is NOT a prime number? 1

2 ; 7 ; 3 ; 11 ; 9 ; 19

____________________________________________________________________

1.3 Insert brackets in the following equation to make it true: 1

60 ÷ 3 + 5 × 4 = 40
1.4 Calculate the prime factors of 45: _____________________ 1

1.5 Calculate the following. Show your method.

1.5.1 9 427 × 28 2

1.5.2 6 783 ÷ 23 2

6
1.6 Determine the lowest common multiple of 6 and 15. _______________________ 1

1.7 Determine the highest common factor of 12; 16 and 48. _____________________ 1

1.8 A tank contained 660 litres of water. Through evaporation, the water was reduced by 1
. How much water was left in the tank? ___________________________

Question 2: Exponents

2.1 Circle the correct answer. 1

(A) 3 × 3 × 3 = 9

(B) 3 × 3 × 3 = 33

(C) 3 × 3 × 3 =

2.2 Choose the cube numbers from the list below: 1

81 ; 9 ; 8 ; 1 ; 27 ; 4 ; 16 ; 64 ; 100
____________________________________________________________________

2.3 Between which two numbers will you find the square root of 49? 1
____________________________________________________________________

2.4 Arrange the following in descending order: 1

; ; ; ; ;
____________________________________________________________________

2.5 A number is a square of 2 and a cube root of 64. What is the number? 1
____________________________________________________________________

2.6 Calculate the following: 3

(i) ( 27)3 = ______
(ii) 2 × 10 2 + 9 × 10 + 6 = ______
(iii) 1 ÷ =
____________________________________________
2.7 Say if the following is true or false and give a reason for your answer. 1
- =8

7
2.8 Calculate the following: 2

____________________________________________________________________
____________________________________________________________________

Section B: Content Area 3

Space and shape

Question 3: Construction of geometric figures

3.1 Write the following angles in descending order: 1

obtuse angle, reflex angle, right angle, acute angle, revolution, straight angle
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

3.2 Use a protractor to accurately measure the following angles and write the answers in 4
the table provided:

Angle Size TYPE OF ANGLE

A B
C B

3.3 Construct a semi-circle with a radius of 3 cm 2

3.4 Use a ruler and protractor to construct X Z = 2890 (Label the angle) 3

8
3.5 Consider the diagram below. Write down the names of the pair of perpendicular lines. 2
Use the correct symbols.
____________________________________________________________________

3.6 Look at the analogue clock face. The minute hand and the hour hand make an angle. 1
Focus on the smaller angle for now.
Explain why the angle between the hands of 8 o’clock is the same size as the angle at
4 o’clock.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

9
Question 4: Geometry of 2D shapes

4.1 The square below is divided into four triangles, namely A, B, C and D. Study the 3
diagram and answer the questions that follow.

4.1.1 Write down the letters of the two congruent triangles.

_________________________
4.1.2 Write down the letters of all the right-angled triangles.
_________________________
4.1.3 Write down the letters of all the isosceles triangles.
_________________________
4.2 Draw a rhombus of any size on the grid below. Add appropriate symbols on the 2
diagram to show that the opposite sides of a rhombus are parallel.

10
4.3 Calculate the size of angle a. 2
90°

68°
75°

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

4.4 Indicate with a tick ( ) whether the following statements are always true, sometimes 3
true or never true.
Statement Always Sometimes Never
true true true
4.4.1 An equilateral triangle is also an acute-
angled triangle.
4.4.2 A right-angled triangle is also an isosceles
triangle.
4.4.3 The longest side of a scalene triangle will
always be opposite the largest angle.
4.5 Is this pair of triangles congruent? Give a reason for your answer. 2

____________________________________________________________________
____________________________________________________________________

4.6 Give one word for the perimeter of a circle. 1

____________________________________________________________________

11
Question 5: Geometry of straight lines

5.1 Is PS a line, ray or line segment? ____________________________________ 1

5.2 Draw a ray and a line that will never meet. 1

TOTAL: 50

12
Grade 7 Examination exemplar (Memorandum)

ASSIGNMENT
GRADE 7 MATHEMATICS
Memorandum

Marks: 50
This memorandum consists of 5 pages.
General marking note:

1. Give full marks for answers only, unless otherwise stated.

2. Accept alternative mathematically correct solutions that are not included in the memorandum.
3. CA refers to consistent accuracy.

13
Question 1: Whole numbers

1.1 65 965 596 ; 95 965 596 ; 565 965 596 ; 596 965 596 ; 665 965 596 ; 1
965 965 596

1.2 9 1

1.3 (60 ÷ 3) + (5 × 4) = 40 1

1.4 3 and 5 1

1.5.1 263 956 2

1.5.2 294 r 21 2

1.6 30 1

1.7 4 1

1.8 1
550
Question 2: Exponents

2.1 (C) 3 × 3 × 3 = 1

2.2 8 ; 1 ; 27 ; 64 1

2.3 6 and 8 1

2.4 ; ; ; ; 1

2.5 4 1

2.6 (i) 27 3
(ii) 296
(iii) 18

2.7 True, the square root of 169 = 13 and the square root of 25 = 5 1
13 – 5 = 8

2.8 2

=1
Section B: Content area 3

Space and Shape

Question 3: Construction of geometric figures

3.1 revolution, reflex angle, straight angle, obtuse angle, right angle, acute angle 1

14
3.2 4
Angle Size Type of angle
A B 570 Acute angle
C B 1800 Straight angle

Teachers should measure the size of angles after printing for accurate answers.
Allow learners a 1° inaccuracy.

3.3 2

3.4 3

3.5 AD BC or DA CB 2
1 mark for the correct lines and one mark for the correct symbol.
3.6 The clock face is divided into 12 equal sections (300 each). 1
Both angles are 4 sections big (or 4 × 300 = 1200)
Question 4: Geometry of 2D shapes

4.1.1 A and D 3
4.1.2 A, C and D
4.1.3 B and C

15
4.2 2

4.3 3600 – (900 + 750 + 680) = a 2

A = 1270
4.4 3
Statement Always Sometime Never
true s true true
4.4.1 An equilateral triangle is also an acute-
angled triangle.
4.4.2 A right-angled triangle is also an
isosceles triangle.
4.4.3 The longest side of a scalene triangle will
always be opposite the largest angle.

4.5 No. The equal sides (or angles) are not corresponding. 2

4.6 circumference 1

Question 5: Geometry of straight lines

5.1 line segment 1

5.2 1

16
 5.2. Grade 8 Assignment exemplar

MARKS: 50 Time : 1 hour

INSTRUCTIONS

Read the following instructions carefully before answering the questions.

1. This assignment consists of 4 questions.

2. Answer ALL questions on these task sheets.
3. Write your name and surname as well as your class section in the spaces provided
and hand in the whole answer sheet.
4. Clearly show all steps of calculations.
5. Answers only will not necessarily be awarded full marks.
6. An approved scientific calculator (non-programmable and non-graphical) may
be used, unless stated otherwise.
7. If necessary, answers should be rounded off to TWO decimal places, unless stated
otherwise.
8. Write legibly, neatly and use black or blue ink.

17
QUESTION 1:

1.1 Write down the factors of 30. (1)

1.2 The following sum was answered by a Grade 8 learner:

5 x 9 + 6 = 75

State if the answer is correct or incorrect. Give reasons. (3)

1.3 Answer the following questions:

1.3.1 List all the prime factors of 60. (1)

1.3.2 List the factors of 60 that are even numbers. (1)

1.3.3 Make a list of the even, compound factors of 60. (1)

1.4 Determine the HCF of 36 and 96. (1)

1.5 Write 75 as a product of its prime factors. (3)

[11]

QUESTION 2:

2.1 The Grade 8 learners decided to start living more healthily. They will either jog or cycle.
There are 125 Grade 8 learners and they jog and cycle in the ratio 3:2. Calculate how
many learners participate in each sport? (3)

2.2 Jannie receives R150 pocket money per month. In the new year his mother decided to
increase his pocket money in the ratio 6:5. Calculate Jannie’s adjusted monthly pocket
money. (2)

2.3 Khaya is delivering groceries to his mother who stays 8 km from the shop. How long will it
take him to cover this distance if he drives at an average speed of 65 km/h? Give your
answer rounded off to the nearest minute. (3)

2.4 Calculate:

2.4.1
(5)

2.4.2 Write 0,000000357 in scientific notation. (2)

[15]

18
QUESTION 3:

3.1 The temperature in Austria one morning is -5°C at 08:00 and increases by 2°C every hour
until 12:00. What will the temperature be at 11:30? (1)

3.2 Calculate, showing steps (without calculator):

3.2.1 (1)

3.2.2 (2)

3.3 Give the missing input and output values from (a) to (f) in the flow diagrams below.

3.3.1

(3)

3.3.2

(3)

3.4 Michael, a farmer, wants to buy a new tractor. The price of the tractor is R160 000, VAT (4)
excluded. He can afford a deposit of R20 000. He decides to buy the tractor on hire
purchase over a period of 60 months with simple interest of 10%. What would he pay in
total after 60 months?
[14]

QUESTION 4

4.1 Fill in the next two terms/numbers/shapes in the following patterns:

4.1.1 1; 3; 9; ……… ; ………. (2)

4.1.2 -15; -8; -1; ………; …….. (2)

4.1.3 (2)

19
 4.1.4 (2)

; ………. ; ………
[8]

TOTAL – 50 MARKS

20
Grade 8 Assignment exemplar (Memorandum)

MARKS: 50 Time : 1 hour

Question 1

1.1 (1)

1.2 No. According to BODMAS he/she has to multiply first then add . The answer should
thus be (5×9) + 6 and the answer 51 (3)

1.3 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, 60

1.3.1 (1)

1.3.2 (1)

1.3.3 (1)

1.4

(1)

1.5 3 75 (Identify 3 as a prime factor)

5 25 (Identify 5 as a prime factor)

5 5

(Multiplication of prime factors) (3)

[10]

Question 2

2.1 Jogging : Cycling

3:2

(Divide the sum total of the ratio by the total number of

learners)

(3)

21
2.2 New : Old

6:5

? : R150

(2)

2.3

(Correct values DIVIDED)

(Conversion from hours to minutes)

(Correct answer) (3)

2.4

2.4.1

=1280

(Simplify 28); (Correct simplification)

(Final answer) (5)

2.4.2 3,57 × 10-7

(First decimal) (2)

(Correct (-)exponent)

[15]

22
Question 3:

3.1 08:00 -5°C 09:00 -3°C

10:00 -1°C 11:00 1°C

11:30 2°C (1)

3.2

3.2.1 (1)

3.2.2 (Not 9, but -9) (Correct answer) (2)

3.3

3.3.1 a) 2

b) 7

c) 14 (3)

3.3.2 d) 6

e) 3

f) 8 (3)

Question 4:

4.1

4.1.1 27; 51 (2)

4.1.2 6; 13 (2)
4.1.3
(2)

4.1.4

(2)

23
 5.3. Grade 9 Assignment exemplar

Name: _______________________________________________________

Class: ___________________________ Date: ______________________

Activity/Form Learner’s mark Learner’s %

ASSIGNMENT

TOTAL: 50

INSTRUCTIONS

Read the following instructions carefully before answering the questions.

1. This assignment consists of 3 questions.

2. Answer ALL questions on these task sheets.
3. Write your name and surname as well as your class section in the spaces provided
and hand in the whole answer sheet.
4. Clearly show all steps of calculations.
5. Answers only will not necessarily be awarded full marks.
6. An approved scientific calculator (non-programmable and non-graphical) may be
used, unless stated otherwise.
7. If necessary, answers should be rounded off to TWO decimal places, unless stated
otherwise
8. Write legibly, neatly and use black or blue ink.

24
QUESTION 1

1.1 Write 0.000 000 000 098 in scientific notation (2)

Simplify and leave answer in decimal form: – show your calculation

1.2
steps (2)
1.3 Simplify, without the use of a calculator. Show all steps of calculation in each case.

1.3.1 1 :2 (2)

1.3.2 + ) (3)

1.3.3 (2)
1.3.4 (3)

1.4 Between which two consecutive integers does lie? (3)

1.5 Determine the sum of all the factors of 100.

1.6 Show through factorising that 899 is not a prime number. (2)
1.7 Divide 240 g in the ratio 5 : 3 : 4 (3)
1.8 Allan’s car uses 1 litre of fuel to travel 12 km. How much fuel will be needed to travel 420km?
(2)

[26]

QUESTION 2

2.1 Simplify, without using a calculator:

2.1.1 (3)
+

2.1.2 (5)

2.2 Consider the figures below which were built using black and white tiles:

Figure 1 Figure 2 Figure 3

25
2.2.1 Complete the following table:

Figure 1 2 3 4

Number of black tiles 1 2 3 4

Number of white tiles 6 10

(2)

2.2.2 Write down an expression for the general term, Tn, showing the number of white tiles in the
n-th figure. (2)

2.2.3 How many white tiles will be in figure 15? (2)

[14]

QUESTION 3

3.1 SA Credit Bank R9 000,00 cash already approved

Mia Parker YOUR LOAN OFFER

P. O. Box 472 AMOUNT ALREADY APPROVED

Kensington R 9 000,00

Maitland Payable over 48 months

7405 Monthly instalments R 318,92

Dear Ms Parker EXPIRY DATE: 16 January

We know it is important to you to

manage your finances responsibly.

Here’s an offer you would want to use.

3.1.1 Calculate the TOTAL amount that Mia has to pay back if she takes the loan. (2)

3.1.2 Why, do you think, do banks and other financial institutions offer cash loans to people that did
not apply for it? (1)

26
3.2 Which investment is the most profitable? Show all calculations.

(i) R560 invested at 8%

p.a. simple interest for
3 years

OR

(ii) R560 invested at 7%

p.a. compound interest (7)
for 3 years

27
Grade 9 Assignment Exemplar: MEMORANDUM

Name: _______________________________________________________

Class: ___________________________ Date: ______________________

Activity/Form Learner’s mark Learner’s %

ASSIGNMENT

TOTAL: 50

28
The principle of CA marking must be applied throughout this memo.

CA – Consistent accuracy
M – Method
A – Accuracy

QUESTION 1

1.1 Write 0,000 000 000 098 in scientific notation.

A (2)

Simplify and leave answer in decimal form: – show steps of

1.2
calculations

CA (2)

1.3 Simplify, without the use of a calculator. Show all steps of calculation in each case.

1.3.1 1 :2 = A

=5:8 CA (2)

1.3.2 + ) + ) A

CA (3)

1.3.3 M/A

CA (2)

1.3.4 A

29
 CA (3)

1.4 Between which two consecutive integers does lie?

A A

CA (3)

1.5 Determine the sum of all the factors of 100

100 = 1 + 2 + 4 + 5 + 10 + 20 + 25 + 50 + 100 A

= 217 CA (2)

1.6 Show through factorising that 899 is not a prime number.

899 = 29 31 OR Factors of 899 = 1; 29; 31; 899

any one A
OR 899 = 900 – 1 = (30 + 1)(30 -1) = 31

NOT PRIME A (2)

1.7 Divide 240 g in the ratio 5 : 3 : 4

Total parts = 12 1 part = 20

; ;

100 : 60 : 80 A A A (3)

1.8 Allan’s car uses 1 litre of fuel to travel 12 km. How much fuel will be needed to travel 420km?

Number of litres =

= 35 litres CA (2

[26]

30
QUESTION 2

2.1 Simplify, without using a calculator:

2.1.1 6 OR 6,25 + 0,25 A A

+

=6 OR 6,5 CA (3)

2.1.2 A (numerator)

A A (denominator)

CA (exponent law)

=½ CA (5)

2.2 Consider the figures below which were built using black and white tiles:

Figure 1 Figure 2 Figure 3

2.2.1 Complete the following table:

Figure 1 2 3 4

Number of black tiles 1 2 3 4

Number of white tiles 6 10 14 18

A
(2)

2.2.2 Write down an expression for the general term, Tn, showing the number of white tiles in
the n-th figure.

Tn = 4n + 2 A A (2)
2.2.3 How many white tiles will be in figure 15?
T15 = 4(15) + 2 CA
= 62 CA (2)
[14]

31
QUESTION 3

SA Credit Bank R9 000,00 cash already approved

Mia Parker
P. O. Box 472 YOUR LOAN OFFER
Kensington
Maitland AMOUNT ALREADY APPROVED R 9 000,00
7405
Payable over 48 months
3.1
Dear Ms Parker
Monthly instalments R 318,92
We know it is important to you to
manage your finances responsibly. EXPIRY DATE: 16 January
Here’s an offer you would want to use.

3.1.1 Calculate the TOTAL amount A

that Mia has to pay back if she (2)
takes the loan.
3.1.2 Why, do you think, do banks Part of their marketing strategy/ to attract clients. A
and other financial institutions
offer cash loans to people that Any relevant answer
did not apply for it? (1)

3.2 Which investment is the most profitable? Show al calculations.

(iii) R560 invested at 8% Simple interest:

p.a. simple interest for
3 years

OR CA

(iv) R560 invested at 7% Compound interest:

p.a. compound interest
for 3 years

Simple interest option is the most profitable. CA

(7)

32
6. EXAMINATION

(a) Purpose of a mathematics examination

Examinations (and tests) are individualised assessment tasks and should be carefully
designed to ensure that learners demonstrate their full potential in Mathematics content
(knowledge and skills). The questions should be carefully spread to cater for different
cognitive levels as contemplated in Chapter 4 of CAPS. Examinations and tests are
predominantly assessed using a memorandum.

(b) Developing a mathematics examination

It is best practice to start by developing an examination framework before developing the

actual examination. An example of an examination framework is provided for Grade 6 and
the same approach can be adopted when developing an examination for any grade. The
examination framework assists the examiner to carefully identify the important concepts
and skills to be assessed as well as to spread the cognitive levels appropriately. The
purposeful choices of concepts and skills as well as appropriate spread of the cognitive
levels are the key ingredients of the balanced examination or test. In addition the
examination should be grade appropriate to ensure fairness.

In order to enable learners to easily acclimatise to taking an examination especially

learners who experience examination anxiety, start the examination with questions that
are fairly easy and that require knowledge and routine procedures.

One of the seemingly easy but complicated questions to set is the multiple-choice
questions. Very often poor or weak distractors which do not serve a meaningful purpose
are included in the multiple-choice questions. In order to improve the quality of the multiple-
choice questions the following elements should be considered:

specify what the question is asking for;

be clear and concise;

include common information rather than repeating it in the options;

be in a question format wherever possible;

be stated in positive form wherever possible (else negative wording should

be emphasised in bold or by underlining)

be free from clues to the correct answer

33
 have the distractors that are plausible and attractive to the learners. Distractors
should be guided or informed by the common misconceptions. For instance
when asked to simplify it is common that learners are likely to give
instead of . Therefore could make a good distractor, which is informed by
the common misconceptions and could be plausible for some learners.

be of approximately the same length;

have only one correct answer (also called the key);

not be positioned in any particular pattern, especially the position of the correct
answer (or key). For instance if there are four possible answers in each of the
ten multiple-choice questions, the correct answer (or key) should NOT always
be the first option.

(c) Administering a mathematics examination

Since the examination is an individualised assessment, it is normally administered in a

controlled environment. A controlled environment through invigilation assists Intermediate
Phase learners to get used to the examination conditions and cope fairly well with the more
stringent examination conditions in Grade 12.

The controlled environment/condition of the examination can be quite threatening to the

majority of learners. In order to ensure that they get accustomed to these conditions, tests
should be administered regularly in fairly similar conditions that resemble the examination
conditions.

Assignments should be administered to prepare learners adequately before the

examinations are administered.

34
 6.1. Grade 7 Examination exemplar

TIME: 120 MINUTES MARKS: 100 DATE: ___________

SURNAME:

NAMES: ____

BOY: GIRL: 100

GRADE 7
(Mark with an X) (Mark with an X)

INSTRUCTIONS:
1. Calculators are NOT allowed.
2. Answer all questions in the spaces provided.
3. Do your best to answer all the questions, even if you are not sure about your
answer.
4. Please write the answer that you think is the best and move to the next question.
5. The teacher will lead you through the practice exercise before you start the
examination.

Practice exercise: Multiple-choice questions.

Circle the letter of the correct answer.

Question: Which number comes next in the following pattern?

81 ; 27 ; 9 ; 3 ; ___

A. 0

B. 1

C.

D.

You have answered correctly if you have circled B above and you may proceed.

35
Question 1: Choose the correct answer by reading each statement carefully.
1.1 2 017 – 2 004 + 2 010 is equal to… (1)
A. 4 000 + 17 + 10 + 4
B. 2 000 + 17 + 10 + 4
C. 4 000 – 2 000 + 17 + 10 + 4
D. 4 000 – 2 000 + 17 + 10 – 4

1.2 2 015 – 20,9 x 10 is equal to… (1)

A. 1 806
B. 180,6
C. 18 006
D. 18 000,6

1.3 3(2 017 – 10,09) is equal to… (1)

A. 6 051 – 10,09
B. 6 051 – 30,27
C. 2 006,91 – 30,27
D. 6 051 – 302,7

1.4 therefore… (1)

A. 12 = 84
B. 12 = 84 -
C. 12 = 84 -
D. 12 = 84 -

1.5 is equal to… (1)

A.

B.

C.

D.

36
1.6 Which fraction is the largest? (1)

A.

B.

C.

D.

1.7 What is the number indicated by A on the ruler? (1)

2 2,5

A. 1,8
B. 1,9
C. 1,85
D. 1,95

1.8 The number 127 333 rounded off to the nearest 5 is…
(1)

A. 127 400
B. 127 300
C. 127 335
D. 127 330

1.9 is equal to… (1)

A.

B.

C.

D.

37
1.10 (7 – 4)3 is equal to… (1)

A. 73 – 43
B. 33
C. 21 - 12
D. 343 - 64

1.11 is equal to… (1)

A. +
B.
C. 4 + 3
D. 52

1.12 60% of R60,00 is the same as… (1)

A. 0,6 R60,00
B. 0,06 R60,00
C. R60,00 60
D. (R60 100) 60

1.13 The sides of square A are x cm each and the area is x2 cm. The sides of square B
are 2x cm each. The area of square B will be… (1)

cm
cm
cm
cm

A B
cm
cm

cm cm

A. 4x2 cm
B. 2x2 cm
C. 8x2 cm
D. 6x2 cm

38
1.14 Which one of the following diagrams illustrates all the correct lines of symmetry of the
following figure? (1)

A B

C D

1.15 Study the following pattern. The number of buttons in STEP 10 is… (1)

A. 19

B. 20

C. 21

D. 22

1.16 What is the missing number in the table? (1)

1 2 3 4 … 12

3 6 11 18 …

A. 19
B. 21
C. 136
D. 146

39
1.17 Rectangle ABCD is 3 times larger than rectangle EFGH. The size of angle DCB is
900 (1)

What will the size of angle HGF be?

A. 300
B. 600
C. 900
D. 1200

K
1.18 Triangles KJL and MNL are… (1)

N
A. Congruent L
B. Similar
C. Perpendicular J
D. Common

1.19 In triangle ABC, AD = 9 cm and BC = 12 cm. The area of triangle ABC is equal to…
(1)
A
A. 54 cm2
B. 72 cm2
C. 36 cm2
9 cm
D. 108 cm2

B C
8 cm D 4 cm

1.20 The formula used to calculate the perimeter of a rectangle is… (1)

A. 4 length
B. 2 length + 2 breadth
C. length breadth
D. length breadth
[20]

40
Question 2: Complete the following number patterns:

2.1 The next four whole numbers in the sequence, 2 500 ; 2 525 ; 2 550 ; …

_____________ ; _____________ ; _____________ ; _____________ (4)

2.2 The following number in the number pattern, 1 ; 3 ; 9 ; 27 ; 81 ; 243 ; … (2)

2.3 The missing number in the following number pattern:

110 ; 122,5 ; 135 ; 147,5 ; _________ ; 172,5 (2)

2.4 How many sticks will there be in step TEN? ______________________________(3)

Step 1 Step 2 Step 3

[10]

Question 3:

3.1 Which number on the number line (0 through 1 000), below, is in the wrong position? (1)

0 200 500 750 1000

3.2 Which number is exactly halfway between 126 and 250 ? (Show your calculations). (2)

3.3 Determine the sum of (1 + 33) + (1 + ) (3)

3.4 Write down the multiples of 5 and 6 and determine the lowest common multiple of the
two number (3)

[9]

41
Question 4: (Show ALL your calculations.)

4.1 7 2 (4)

4.2. What is the value of: of 252 g (2)

4.3 307 703 (5)

4.4 11 5( ) (4)

4.5. ( ) 12 (6)

4.6 On the chessboard there are eight rows of squares and eight columns of squares.
Calculate using exponential form how many squares there are on the board. (2)

[23]

QUESTION 5: (Show ALL your calculations)

5.1 The price of a school bag increases from R200 to R250. Calculate the percentage
increase in the price. (4)

5.2 The ratio of boys to girls at the party is 3:2. If there are 60 children at the party, how
many girls are there? (3)

5.3 Mr Jones wants to buy a flat screen television that costs R14 000, 00. He has to pay a
deposit of 12% and the balance of the outstanding amount in 6 months to avoid paying
interest.

5.3.1 Calculate the amount he has to pay as a deposit on the flat screen television. (3)

5.3.2 How much must Mr Jones pay per month to settle the outstanding amount? (3)
[12]

42
QUESTION 6:

6.1 Consider the flow diagram below and fill in the values of A and B.

1 1

2 3
10 B

A 27
(2)

6.2 Complete the table below.

Input (x) 1 2 4
……... ……….
Output (y) 1 8 27 343
………
(3)

6.3 Determine the rule ( =?) for the following set of values of and .

0 1 2 3 4 5

4 5 6

= _______________________________ (3)

6.4 Determine the value of C and D in the following table and answer the question below:

1 2 3 C 10
5 11 17 41 D

C + D = ____________ + _____________ = ____________ (3)

[11]

43
QUESTION 7: (Show ALL calculations)

7.1 Look at the cube alongside and complete the following:

A cube has faces, vertices and edges. (3)

7.2 Triangle PQR is an isosceles triangle. Side PR=15,5 cm, QR=23 cm, PR=PQ and the
height of the triangle is 8 cm. Determine the perimeter and the area of the triangle.

(5)

7.3 Study the rectangular prism given below and use it to calculate its surface area and
volume
.

10 cm
3 cm

(6)

[14]

TOTAL: 100

44
TIME: 2 HOURS MEMORANDUM MARKS: 100

Q.NO ANSWER WORKING MARKS

1.1 D (1)
1.2 A (1)
1.3 B (1)
1.4 D (1)
1.5 D (1)
1.6 D (1)
1.7 B (1)
1.8 C (1)
1.9 D (1)
1.10 B (1)
1.11 B (1)
1.12 A (1)
1.13 A (1)
1.14 D (1)
1.15 D (1)
1.16 D (1)
1.17 C (1)
1.18 A (1)
1.19 A (1)
1.20 B (1)
[20]

2.1 2 575 ; 2 550 + 25 = 2 575 ;

2 600 ; 2 575 + 25 = 2 600;
(4)
2 625 ; 2 600 + 25 = 2 625 ;
2 650 2 625 + 25 = 2 575;
2.2 729 30 = 1; 31 = 3; 32 = 9 ; 33 = 27 ; 34 = 81 ; 35 = 729 (2)
2.3 160 Constant is 12,5 (2)
2.4 41 T10 = 5 (n-1) 4 (3)
[10]

3.1 750 Count even spaces (1)

3.2 183 (126 + 250) = 183 (2)
(1 + 33) + (1 + ) = 10 + 1 + 13
3.3 24 (3)
= 24
Multiples of 5: 5 ; 10 ; 15 ; 20 ; 25 ; 30
3.4 250 Multiples of 6: 6 ; 12 ; 18 ; 24 ; 30 (3)
LCM: 30 [9]

45
Q.NO ANSWER WORKING MARKS

7 6 2
=(7 2) ( )
4.1 (4)
3 =3
=3

of 252 g

4.2 168 g = 252 g (2)

= 168 g

307 703 5 12 642 147

4.3 3 736 (5)

=307 3515 86
=3 736
11 )

4.4 2 200 (4)

=11 )
=2 200

( ) 12

4.5 17 = 11 + 8 (6)
= 17
=17

8 =
4.6 64 squares (2)
= 64

[23]

46
Q.NO ANSWER WORKING MARKS
R 250 R200=R50

5.1 25% (4)

= 100%
= 25%

5.2 24 girls =24 (3)

Therefore, there will be twenty four girls.

5.3.1 R1 680 (3)

Therefore, he paid R1 680 as a deposit.

Payment per month = (R14 000 – R1 680) =

5.3.2 R 2 053,33 R12 320 (3)
= R12 320 6 = R2 053,33

[13]

B : 2(10) 1=19 A : 2x 1=27

A=14; 2x = 28
6.1 (2)
B=19 x = 14

Input 1 2 3 4 7
x-values 3;7 (x)
6.2 (3)
y-value 64 Output 1 8 27 64 343
(y)

6.3 y= x+4 = x+4 (3)

6n 1
C: 41=6n 1 D=6n 1
C+D =7+ 6n=42 D=6(10) 1
6.4 59 n=7 D=59 (3)
= 66 C=7

C+D= 7+ 59 = 66

[11]

47
Q.NO ANSWER WORKING MARKS

7.1 6; 8; 12 6 faces; 8 vertices (3)

12 edges

Perimeter : P = (15,5+15,5+23) cm
Perimeter = P = 54 cm
54 cm Area :A= b h
7.2 (5)
Area = 92
A = 23 cm 8 cm
A = 92

SA=2lb+2lh+2bh
Surface
= 2(10)(2)+2(10)(3)+2(2)(3)
area= 112
= 112
cm2
7.3 (6)
Volume= 60
V=l b h
= 10 3 2
=6

[14]
TOTAL: 100

48
 6.2. Grade 8 Examination exemplar

MATHEMATICS EXAMINATION: JUNE 2017

GRADE 8

MARKS : 100
DURATION : 2 hours

Instructions and information to the learner

1. Read the questions carefully.

2. Answer ALL the questions.

3. Write neatly and legibly.

4. Number your answers exactly as the questions are numbered.

5. Clearly show ALL the calculations, diagrams, graphs, etc. you have used in determining the
answers.

6. You may use an approved scientific calculator (non-programmable and non-graphical).

7. This question paper consists of 6 questions.

8. Diagrams are NOT drawn to scale.

49
QUESTION 1

In this question, write only the letter for the correct answer next to the corresponding number,
e.g. if the correct answer in 1.1 is D, you should only write 1.1 D.

1.1 What is the HCF of 120 and 300? (1)

A 5 3 3 2 2

B 5 3 3 2

C 5 3 2 2

D 5 3 2

1.2 Which of the following statements is correct about an equilateral triangle? (1)

A Two angles opposite to equal sides are equal.

B All angles and all sides are NOT equal.

C All angles and all sides are equal

D Any two angles are equal.

1.3 What is when simplified? (1)

A.

B.

C.

D.

1.4 When two parallel lines are cut by a transversal,_____. (1)

A alternate angles are supplementary.

B alternate angles are complementary.

C co-interior angles are supplementary.

D co-interior angles are complementary.

50
1.5 What is the coefficient of in ?

A 1

C 2

1.6 From 8:30, bell A rings every 8 minutes and bell B rings every 32 minutes. After how (1)
many minutes will they ring again at the same time, for the second time?

A 136

B 64

C 40

D 24

1.7 What is the missing number in _____; 22; 29; 37? (1)

A. 17

B. 16

C. 15

D. 14

1.8 Which of the following property of numbers is correct? (1)

A for

B a b b a

D a b b a

51
1.9 Which of the following is a property of a parallelogram? (1)

A Both pairs of opposite sides are parallel and equal.

B Only one pair of opposite sides is parallel.

C Two pairs of adjacent sides are equal.

D All sides are not equal.

1.10 What is the sum of the angles of a quadrilateral?

A 60°

B 90°

C 180°

D 360°

[10]

QUESTION 2

2.1 Write 568 000 000 in scientific notation. (2)

2.2 Calculate without using a calculator. Show all the calculation steps.

2.2.1 1,3 40 000 000 (leave your answer in scientific notation) (2)

2.2.2 5 ( 3 7) 20 ( 4) (2)

2.2.3 (2)

2.2.4 (3)

[11]

QUESTION 3

3.1 Numbers are arranged in the following pattern. If the pattern is extended, what will the third (3)
number in row 81 be?

1 2 3 4 5 6 ROW 1

7 8 9 10 11 12 ROW 2

13 14 15 16 17 18 ROW 3

52
3.2.1 Complete the flow diagram below. (2)

Input values Output values

3 9

49

3.2.2 What is the verbal description of the rule in Question 3.2.1 above? (1)

3.3 The pattern below is formed by rectangles.

Stage 1 Stage 2 Stage 3

3.3.1 Complete the table to illustrate the number of rectangles per stage. (1)

Stage number 1 2 3 4

No. of rectangles 1 3 5

3.3.2 Write the general rule that describes the relationship between the stage number and (2)
the number of rectangles used, in the form of ……..

3.3.3 How many rectangles will be in stage 10 if the pattern is extended? (2)

3.4 Simplify:

3.4.1 (2)

3.4.2 ( ) ( ) (3)

3.4.3 (3)

53
3.5 Solve for :

3.5.1 (3)

3.5.2 (3)

3.5.3 , if (2)

[27]

QUESTION 4

4.1 Increase 140 in the ratio 7:5. (2)

4.2 Which is the fastest? 264 km travelled in 2 hours or 585 km travelled in 5 hours? (3)

4.3 Thobeka wants to order a book that costs $56,67. If 1 dollar R7,90, what is the price of the (2)
book in rands? Round off your answer to the nearest rands.

4.4 Calculate the simple interest on R3 750 at 8% per annum for 3 years. (3)

4.5 Ben drives a car and covers a distance of 120 km in 2 hours. How far will he travel in 2 (4)
hours if the speed is reduced by 15 km/h?

4.6 There are 60 marbles of 3 different colours in a packet, namely, red, green and yellow. (4)
There are 2 more red than green and 4 more yellow than green. How many marbles of each
colour are there in the packet?

[18]

QUESTION 5

5.1 What is the total number of squares in the figure below? (2)

54
5.2 Study the figure below and answer the questions that follow.

5.2.1 Calculate the size of p. Give a reason for your statement. (3)

5.2.2 Calculate the actual size of JKR. (2)

5.3 Use the figure below to answer the questions that follow.

5.3.1 Determine the size of b. Give a reason for your answer. (2)

5.3.2 Calculate the size of c. Give a reason for your answer. (3)

5.3.3 Determine the size of a. Give a reason for your answer. (2)

5.3.4 Calculate the size of d. Give a reason for your answer. (3)

[17]

55
QUESTION 6

6.1 State, giving reasons, whether PTQ and PTR are congruent or not. (2)

Q R
6.2 Consider the following diagram in which DEI 30°, DE EI, DF IG and GH IH.

6.2.1 Determine the size of GIE. Give a reason for your answer. (2)
6.2.2 If D is 75°, what is the size of HG? Give a reason for your answer. (2)
6.2.3 Calculate the size of H. Give a reason for your statement. (3)
6.2.4 Name two triangles that are similar to DEI. (2)
6.3 Study the diagram below and answer the questions that follow.
A B

D C
6.3.1 Calculate the value of , give a reason for your statement. (3)
6.3.2 What type of quadrilateral is ABCD? Justify your answer. (3)
[17]
100 MARKS

56
Memorandum

Important Information

This is a marking guideline. In instances where learners have used different

mathematically sound strategies to solve the problems, they should be credited.

Underline errors committed by learners and apply consistent accuracy (CA) marking.

KEY
M Method mark
CA Consistent Accuracy mark
A Accuracy mark
S Statement
R Reason
S/R Statement and reason

QUESTION 1 [10 Marks]

1.1 A 1.6 B
1.2 C 1.7 B
1 mark for each correct
1.3 B 1.8 D (10)
answer
1.4 C 1.9 A
1.5 D 1.10 D

57
Ques. Solution Mark Allocation Total
QUESTION 2 [11 Marks]
2.1 5,68: 1 mark
A A
5,68 : 1 mark 2
2.2.1 1,3 4 M 4 : 1 mark 2
5,2
A Answer: 1 mark

2.2.2 5 × ( 3 + 7) 20 ÷ ( 4) 20 5 : 1 mark 2
20 5 M Answer: 1 mark
25 A

2.2.3 1: 1 mark 2
1 A Answer: 1 mark
2 CA
2.2.4 : 1 mark 3

M : 1 mark

A
3 CA Answer : 1 mark

QUESTION 3 [27 Marks]

3.1 3 ; 9 ; 15 6n – 3 : 1 mark 3
M 6(81) – 3: 1 mark
Tn = 6n – 3 Answer: 1 mark
A
T81 = 6(81) – 3
CA
T81 = 483

3.2.1 Output value 16 A 16: 1 mark 2

A 7: 1 mark
Input value 7

3.2.2 Multiply the input value by itself OR square the Answer: 1 mark 1
input value OR the square root of output value
to get the input value A

3.3.1 7 A Answer: 1 mark 1

3.3.2 : 1 mark 2
A A
: 1 mark

3.3.3 M : 1 mark 2
A Answer: 1 mark

58
3.4.1
: 1 mark
Answer: 1 mark 2
A
CA

3.4.2 ( ) ( ) : 1 mark 3
: 1 mark
A A
Answer: 1 mark
CA
3.4.3
A
: 1 mark 3
M
: 1 mark

Answer: 1 mark
CA

3.5.1 on both sides: 1 mark 3

M : 1 mark
A Answer: 1 mark

CA
3.5.2 : 1 mark 3
M
: 1 mark
Answer: 1 mark

A
CA

3.5.3 , if M : 1 mark 2

Answer: 1 mark

CA

QUESTION 4 [18 Marks]

4.1 A : 1 mark 2

A Answer: 1 mark

59
4.2 A A : 1 mark 3
and
: 1 mark
585 km travelled in 5 hours is the fastest CA Answer: 1 mark

4.3 56,67 7,90 56,67 7,90: 1 mark 2

R447,69 A Answer: 1 mark

4.4 M : 1 mark 3
A
: 1 mark
CA Answer: 1 mark

4.5 Av. Speed : 1 mark 4

: 1 mark
A
Speed : 1 mark
A Answer : 1 mark
D speed time
M
CA
4.6 Method: 1 mark 4
Red Green Yellow Red 20: 1 mark
Green 18: 1 mark
Yellow 22: 1 mark

(green) A
(red) A
(yellow) A
QUESTION 5 [ 17 Marks]
5.1 M More than 30 but less than 55 : 1 2
+ + + + 55 A mark
Answer: 2 marks

5.2.1 ( on a str. line) Statement and reason: 1 mark 3

A : 1 mark
S/R
Answer: 1 mark

5.2.2 JKR M Substitution: 1 mark 2

Answer: 1 mark
A

60
5.3.1 S Statement: 1 mark 2
UST 48° (Cor. , TS PR) R Reason: 1 mark

5.3.2 Statement with reason : 1 mark 3

S/R
PQS 180° ( s on a str. line : 1 mark
M
Answer: 1 mark
A
26°

5.3.3 S R Statement: 1 mark 2

26° (Alt. s, PR TS Reason: 1 mark

5.3.4 Statement with reason : 1 mark 3

+ + 180° (sum of the s of a S/R : 1 mark

M
Answer: 1 mark
A
106° OR
Statement with reason : 1 mark
OR
S/R : 1 mark
UST 180° ( s on a str. line
M Answer: 1 mark
A
106°

OR

[co-interior angles, PR TS]

QUESTION 6 [17 Marks]

6.1 Correct statement: 1 mark 2

S R
PTQ PTR ( ) Reason: 1 mark

6.2.1 Statement: 1 mark 2

S R
Reason: 1 mark

GIE DEI 30° ( Alt. s , DF GI

6.2.2 Correct statement with reason: 2

S/R
1 mark
D HIG 75° (Cor. s, DF GI Correct statement with reason:
S/R
1 mark
HIG HGI 75° ( s opp. to = sides of a )

61
6.2.3 Correct statement with reason: 3
S/R
1 mark
H HIG HGI 180° (sum of the s : 1 mark
of a Answer: 1 mark
H M
H A

6.2.4 IGH: 1 mark 2

A A DFH: 1 mark
DEI IGH DFH

6.3.1
( of a quad.) S/R Correct statement with reason:
1 mark each 3
A : 1 mark
Answer: 1 mark

6.3.2 A M Method: 1 mark 3

C R Statement: 1 mark

Reason: 1 mark
A
ABCD is a m or rhombus ( A C)

OR

B M

D R

A
ABCD is a m or rhombus ( B D)
D R

A
ABCD is a m or rhombus ( B D)

100 MARKS

62
 6.3. Grade 9 Examination exemplar (Framework)

GRADE 9 MATHEMATICS FRAMEWORK

Time: 2 hours
Total marks: 100

Proportion (%)
of total marks Item Total
Content Area Topics Concepts and skills Concepts and skills
in the test number Marks
(Weighting)1

Whole Properties of numbers Describe the real number system by defining, 1.1 1
numbers recognising real number system and distinguishing their
properties
Calculations using whole numbers Calculations using all four operations on whole 2.3.2 2
numbers
Multiples and factors Use prime factorisation to find LCM and HCF of 1.2 1
numbers
Numbers, Solving problems Solve problems in context involving ratio and rate 4.3 4
operations Solve problems in context involving direct and indirect 4.1.2 2
and proportion
30%
relationships. Solve problems that involve whole numbers, 4.2 3
30% percentages and decimal fractions in financial context
30 marks such as compound interest
Solve problems in context involving whole numbers
and common fractions
Integers Properties of integers Use commutative, associative and distributive
properties of addition and multiplication of integers
Calculations with integers Perform calculations involving all four operations using
numbers that involve the squares, cubes, square roots
and cube roots of integers

63
64
Solving problems Solve problems in context involving multiple operations
with integers
Exponents Comparing and representing Representing numbers in scientific notation 2.1 2
numbers in exponential form
Calculations using numbers in Perform calculations involving all four operations using 2.2.1 2
exponential form numbers in exponential form and using laws of 2.3.1 2
exponents 3.2.4 3
Solving problems Solve problems in context involving numbers in
exponential form and in scientific notation
Calculations with common fractions involving all four
basic operations
Calculations using fractions Perform all four operations with numbers that involve 2.2.2 3
squares, cubes, square roots and cube roots of
Common common fractions
fractions Solving problems Solve problems in context involving common fractions,
mixed numbers and percentages
Equivalent forms Finding equivalent forms between common fractions,
decimal fractions and percentages of the same number

Perform multiple calculations with decimal fractions

using a calculator where appropriate
Calculations with decimal fractions Perform all four operations with numbers that involve 1.5 1
squares, cubes, square roots and cube roots of
Decimal
decimal fractions
fractions
Solving problems Solve problems in context involving decimal fractions, 4.4 3
mixed numbers and percentages
Equivalent forms Finding equivalent forms between common fractions,
decimal fractions and percentages of the same number

Patterns, Investigate and extend numeric and geometric patterns 1.8 1

Numeric and
functions Investigating and extending looking for rules of patterns
geometric
and algebra patterns represented in physical or diagram form
patterns
22%
 22 marks not limited to sequences involving a constant
difference or ratio 4.1.1 1
represented in tables
represented algebraically
Describe and justify the general rule for observed 3.1.2 2
relationships between numbers in own words or in
algebraic language
Determine the input, output values or rules for patterns
Input and output values and relationships using:
flow diagrams
tables
formulae
equations
Functions
Determine, interpret and justify equivalence of different 3.1.1 1
and
descriptions of the same relationship or rule presented:
relationships
verbally
in flow diagrams
Equivalent forms
in tables
by formulae
by equations
by graphs on a Cartesian plane
Recognise and differentiate between monomials,
Algebraic language
binomials and trinomials
Use the commutative, associative and distributive laws
for rational numbers and laws of exponents to:
add and subtract like terms in algebraic
Algebraic expressions
expressions Expand and simplify algebraic multiply integers and monomials by:
expressions monomials
binomials
trinomials 1.4 1
divide the following by integers or monomials:
monomials 3.2.3 2

65
66
binomials
trinomials
simplify algebraic expressions involving the
above operations 3.2.1 2
determine the squares, cubes, square roots
and cube roots of single algebraic terms or like
algebraic terms
determine the numerical value of algebraic
expressions by substitution
Extend the above algebraic manipulations to include:
multiplying integers and monomials by
polynomials
dividing polynomials by integers or monomials
the product of two binomials 3.2.2 4
the square of a binomial
Algebraic Set up equations to describe problem situations 4.4 3
equations

Analyse and interpret equations that describe a given

situation
Solve equations by:
inspection
using additive and multiplicative inverses 3.3.2 3
Equations using laws of exponents 3.3.3 2
22
Determine the numerical value of an equation by 3.3.4 2
substitution
Use substitution in equations to generate tables of
ordered pairs
Extend solving equations to include using
factorisation
equations of the form: a product of factors = 0 3.3.1 1
 Use properties and definitions of triangles in terms of 1.3 1
their sides and angles to distinguish between: 5.2.3 3
equilateral triangles
isosceles triangles
right-angled triangles
Write clear definitions of quadrilaterals in terms of their 1.10 1
Classifying 2-D shapes sides, angles and diagonals, distinguishing between:
parallelogram
rectangle
Space and
shape square
Geometry of
35% rhombus
2-D shapes
trapezium
35 marks
kite
Through investigation, establish the minimum 6.1 4
conditions for congruent triangles
Similar and congruent triangles
Through investigation, establish the minimum 6.2 4
conditions for similar triangles
Solving problems Solve geometric problems involving unknown sides and 6.3 4
angles in triangles and quadrilaterals, using known
properties of triangles and quadrilaterals, as well as
properties of congruent and similar triangles
Investigating properties of Investigate the angles in a triangle, focusing on the
geometric figures relationship between the exterior angle of a triangle and 5.1.3 4
its interior angles
Explore the sum of the interior angles of polygons 1.9 1
Revise and write clear descriptions of the relationship 5.1.1 2
between angles formed by: 5.1.2 2
Angle relationship perpendicular lines 5.2.1 2
Geometry of
intersecting lines 5.2.2 2
straight lines
parallel lines cut by a transversal
Solving problems Solve geometric problems using the relationships 5.3.1 3
35%
between pairs of angles described above 5.3.2 2

67
68
The theorem Use the theorem of Pythagoras to solve problems 1.6 1
of Solving problems involving unknown lengths in geometric figures that
Pythagoras contain
right-angled triangles
Measuremen
Area and Use appropriate formulae and conversions between SI 7.1 3
t
perimeter of units to solve problems and calculate perimeter and 13% 7.2 5
13%
2-D shapes Area and perimeter area of: 7.3 3
13 marks
polygons
circles
Investigate how doubling any or all of the dimensions of 1.7 1
a 2-D figure affects its perimeter and its area

100

Test Specifications

Type
Concepts and skills Cognitive
Item Content Area Topics of Score
The learner must be able to (i.e. do or know): Level
Ques.
1.1 Whole numbers Describe the real number system by recognising irrational numbers K MCQ 1
2.3.2 Calculations using all four operations on whole numbers P CR 2
1.2 Use prime factorisation to find HCF of numbers R MCQ 1
4.3 Solve problems in context involving ratio and rate C CR 4
4.1.2 Solve problems in context involving direct and indirect proportion C CR 2
4.2 Solve problems that involve whole numbers, percentages and decimal fractions in R CR 3
Numbers,
financial context such as compound interest
operations and
2.1 Exponents Represent numbers in scientific notation K CR 2
relationships
2.2.1 Solve problems involving numbers in exponential form and in scientific notation R CR 2
 Type
Concepts and skills Cognitive
Item Content Area Topics of Score
The learner must be able to (i.e. do or know): Level
Ques.
2.3.1 Perform calculations involving all four operations using numbers in exponential form P CR 2
3.2.4 and using laws of exponents
2.2.2 Common fractions Perform all four operations with numbers that involve squares, cubes, square roots and R CR 3
cube roots of common fractions
1.5 Decimal fractions Perform all four operations with numbers that involve squares, cubes, square roots and R MCQ 1
cube roots of decimal fractions
4.4 Solve problems in context involving decimal fractions, mixed numbers and percentages P CR 3
30
1.8 Investigate and extend numeric patterns looking for rules of patterns not limited to R MCQ 1
Numeric patterns sequences involving a constant difference or ratio K CR 1
4.1.1
3.1.2 Describe and justify the general rule for observed relationships between numbers in C CR 2
Patterns, own words or in algebraic language
3.1.1 functions and Determine, interpret and justify equivalence of different descriptions of the same R CR 1
algebra relationship or rule presented in tables

1.4 Divide the following polynomials by integers or monomials R MCQ 1

3.2.1 Determine the squares, cubes, square roots and cube roots of single algebraic terms K CR 2
or like algebraic terms
3.2.3 Expand and Simplify algebraic expressions with fractions R CR 2
3.2.2 simplify algebraic Extend and simplify algebraic expressions involving binomials and a square of a R CR 4
expressions binomial
3.3 Simplify algebraic expressions including dividing a polynomial by integer or monomial R CR 3
4.4 Algebraic equations Set up equations to describe problem situations P CR 3
3.3.1 Solve equations of the form: a product of two factors 0 K CR 1
3.3.2 Solve algebraic equations involving fractions using additive and multiplicative inverse R CR 3
3.3.3 Solve equations using laws of exponents K CR 2
3.3.4 Determine the numerical value of an equation by substitution R CR 2

69
70
Type
Concepts and skills Cognitive
Item Content Area Topics of Score
The learner must be able to (i.e. do or know): Level
Ques.
1.3 Use properties and definitions of triangles in terms of their sides and angles to K MCQ 1
distinguish between equilateral triangles
1.10 Write clear definitions of quadrilaterals in terms of sides, angles and their diagonals K MCQ 1
5.2.3 Solve geometric problems involving unknown sides and angles in triangles and R CR 3
Properties of 2-D quadrilaterals using known properties as well as properties of congruent and similar
shapes figures
6.1 Similar and Investigate the minimum conditions for congruent triangles C CR 4
6.2 congruent triangles Investigate the minimum conditions for similar triangles C CR 4
6.3 Solving problems Solve geometric problems involving unknown sides and angles in triangles and R CR 4
quadrilaterals, using known properties of triangles and quadrilaterals, as well as
properties of congruent and similar triangles.
5.1.1 Investigating Investigate the angles in a triangle, focusing on the relationship between the exterior R CR 4
Space and
properties of angle of a triangle and its interior angles
shape
1.9 geometric figures Explore the sum of the interior angles of polygons K MCQ 1
5.1.2 Geometry of Solve geometric problems using the relationships between pairs of angles formed by 2
5.1.3 straight lines parallel lines cut by a transversal line. 2
5.2.1 2
R CR
5.2.2 2
5.3.1 3
5.3.2 2
35
1.6 The theorem of Use the theorem of Pythagoras to solve problems involving unknown lengths in C MCQ 1
Pythagoras geometric figures that contain a right-angled triangle

7.1 Solve problems with or without a calculator involving perimeter and area of polygons R MCQ 3
7.2 Measurement Use appropriate formulae and conversions between SI units to solve problems and C CR 5
Area and perimeter calculate the area and perimeter of polygons
7.3 of 2-D shapes Use appropriate formulae and conversions between SI units to solve problems P CR 3
involving the area and perimeter of polygons
 Type
Concepts and skills Cognitive
Item Content Area Topics of Score
The learner must be able to (i.e. do or know): Level
Ques.
1.7 Investigate how doubling any or all the dimensions of a 2-D figure affects its perimeter K MCQ 1
and its area
13

Key: Summary: Type of item

K: Knowing facts and procedures

Proportion (%) of total test
R: Routine questions
Number of mark
C: Complex procedures Type of item Total marks
items (Weighting)
P: Problem solving (Unseen, non-routine,
higher-order questions) MCQ 10 10 10
MCQ: Multiple-choice questions CR 34 90 90
CR: Constructive response Grand Total 44 100 100%

71
 Content Area Number Total Proportion (%) of Proportion (%) of
Number Total
of items marks total test mark Cognitive Level total test mark

72
of items marks
(Weighting) (Weighting)
Numbers, operations and 13 30 30%
Knowledge ( 25%) 16 25 25
relationships. (30%)
Patterns, functions and 12 22 22%
Routine procedures ( 45%) 18 45 45
algebra. (22%)
Space and shape (35%) 14 35 35% Complex procedures
6 20 20
( 20%)
Measurement (13%) 5 13 13%
Problem solving ( 10%) 4 10 10

Grand Total 44 100 100%

Grand Total 44 100 100%
 MARKS: 100
DURATION : 2 hours

This examination paper consists of 10 pages, including the cover page.

Instructions and information to the learner

1. Read the questions carefully.

2. Answer ALL the questions.

3. Write neatly and legibly.

4. Number your answers exactly as questions are numbered.

5. Clearly show ALL the calculations, diagrams, graphs, etc. you have used in determining the
answers.

6. You may use an approved scientific calculator (non-programmable and non-graphical).

7. This question paper consists of 7 questions.

8. Diagrams are NOT drawn to scale.

73
QUESTION 1

In this question, write only the letter for the correct answer next to the corresponding number,
e.g. if the correct answer to 1.1 is D, you should only write 1.1 D.

1.1 Complete: is… (1)

A. neither a real nor rational number

B. both a real and rational number

C. only a rational number
D. only a real number

1.2 What is the HCF of 162 and 270? (1)

A 5 3 3 3 3 2
B 5 3 3 3 2
C 3 3 3 3 2
D 3 3 3 2

1.3 Which of the following statements is correct about an equilateral triangle? (1)

A Two angles opposite to equal sides are equal.

B All angles and all sides are NOT equal.
C All angles and all sides are equal.
D Any two angles are equal.

1.4 What is when simplified? (1)

A. 4 2
B.
C. 6
D. 2

1.5 (1)
Complete: …..

A 4 000
B 400
C 40
D 4

74
1.6 What is the length of AD in the figure below?
A D E 6 cm C (1)

7 cm

A 24 cm
B 18 cm
C 9 cm
D 7 cm

1.7 What would be the perimeter of a rectangle if both dimensions are doubled? (1)
A 4 the original perimeter
B 3 the original perimeter
C 2 the original perimeter
D 1 the original perimeter

1.8 What is the next term in 2; 5; 10; 17;...? (1)

A. 19
B. 26
C. 32
D. 34

1.9 What is the sum of the angles of a hexagon? (1)

A 900
B 720
C 540
D 360

1.10 Which of the following is a property of a parallelogram?

A Diagonals bisect each other at 90°.
B Diagonals bisect the angles.
C Diagonals bisect each other.
D Diagonals are equal.
[10]
QUESTION 2

2.1 Write 0,000000568 in scientific notation. (2)

2.2 Calculate without using a calculator. Show all the calculation steps.

2.2.1 5,8 ( leave your answer in scientific notation) (3)

75
 2.2.2 (3)

2.3 Evaluate:

2.3.1 (2)

2.3.2 (1234565 1234563) (1234561 1234567) (2)

[12]
QUESTION 3

3.1 The pattern below is formed by squares.

Stage 1 Stage 2 Stage 3

3.1.1 Complete the table to illustrate the number of squares per stage (1)

Stage number 1 2 3 4
No. of squares 2 5 10

3.1.2 Write the general rule that describes the relationship between the stage (2)
number and the number of squares used in the form of ……..
3.2 Simplify :
3.2.1 (2)
3.2.2 (4)
3.2.3 (2)

3.2.4 (3)

3.3 Solve for

3.3.1 (1)
3.3.2 (3)

3.3.3 (2)
3.3.4 , if and (2)
[22]

76
QUESTION 4

4.1 The table below shows the length of the side of square in and its area in . Study
the table and answer the questions that follow:

The length of the side of square in 1 2 3 4

The area of a square in 1 4 9 t 144
4.1.1 Write down the numerical value of . (1)
4.1.2 Is the area of a square proportional to its side? Give a reason for your (2)
answer.
4.2 Calculate the compound interest on R12 750 at 15% per annum for 3 years. Round off (3)
your answer to the nearest cents.
4.3 Ben drives a car and covers a distance of 420 km in 4 hours. How far will he travel in 3 (4)
hours?

4.4 The cost of 2 pencils and 3 rulers is R13,50. If a pencils costs 50 cents more than a (3)
ruler, what is the cost of 1 pencil and 1 ruler in rands?
[13]
QUESTION 5

5.1 In the diagram below, 70°.

D C

A B E
5.1.1 Determine the size of . Give a reason for your answer. (2)
5.1.2 Determine the size of . Give a reason for your answer. (2)
5.1.3 Calculate the value of . Give reasons for your answer. (4)
5.2 In the diagram below, PQ ST, SR ST, 55° and 27°.

P
55°

27°

Q T R

77
 5.2.1 Determine the size of . Give a reason for your answer. (2)
5.2.2 Determine the size of . Give a reason for your answer. (2)
5.2.3 Calculate the value of Give a reason for your answer. (3)

5.3 In the diagram below, AB, CB and PB meet at B, and

.

5.3.1 Calculate the value of . Give Q

C a reason for your answer. (3)
5.3.2 Determine the actual size of . Give a reason for your answer. (2)

QUESTION 6

6.1 In the diagram below, prove that PTQ PTR. Give reasons for your answer. (4)
P

Q R

6.2 PQRS below is a trapezium. Prove that QOR POS. (4)

Q R

P S

78
6.3 In the figure below ABC BDC, AB 12 cm, BC 5 cm and AC 13 cm. (4)
Calculate the length of BD rounded off to 1 decimal place.

B C [12]

QUESTION 7

7.1 The area of a parallelogram below is 432 mm2, MR 12 mm and (3)

NR 5 mm. Calculate the length of NS
M T

12 mm

N 5 mm R S

7.2 PQRS is a square with circle O where r 7 mm. Calculate the area of the shaded part (5)
correct to one decimal place. Note:

P Q

S R

79
7.3 The perimeter of the hexagon in Figure 1 is 24 cm. If the shape in Figure 2 is made of (3)
the hexagons of the same size as in Figure 1, what is the perimeter of the shape
drawn in Figure 2?

Figure 1 Figure 2 [11]

TOTAL = 100

80
MEMORANDUM

MARKS: 100

Important information

This is marking guideline. In instances where learners have used different

mathematically sound strategies to solve the problems, they should be credited.

Underline errors committed by learners and apply Consistent Accuracy (CA) marking.

KEY
M Method mark
CA Consistent accuracy mark
A Accuracy mark
S Statement
R Reason
S/R Statement and reason

QUESTION 1 [10 Marks]

1.1 B 1.6 C
1.2 D 1.7 C
1 mark for each correct
1.3 C 1.8 B (10)
answer
1.4 A 1.9 B
1.5 B 1.10 C

81
Ques. Solution Mark Allocation Total
QUESTION 2 [12 Marks]
2.1 A A 5,68: 1 mark
5,68 : 1 mark 2
2.2.1 5,8 2,3 13,34: 1 mark 3
13,34 M M
: 1 mark
1,334
A
Answer: 1 mark

2.2.2 : 1 mark 3

: 1 mark

Answer: 1 mark
M

CA

2.3.1 Method: 1 mark 2

Answer: 1 mark
M

A
0
2.3.2 (1234565 1234563) (1234561 1234567) Method: 1 mark 2
Answer: 1 mark
M

82
QUESTION 3 [22 marks]
3.1.1 17 A Answer: 1 mark 1

3.1.2 A A : 1 mark 2
- : 1 mark

3.2.1
: 1 mark
Answer: 1 mark 2
A
CA
3.2.3 : 1 mark 4
M : 1 mark
M
: 1 mark
Answer: 1 mark
A
CA
3.2.3

M : 1 mark 2

CA Answer: 1 mark

3.2.4

: 1 mark 3
M
: 1 mark

A Answer: 1 mark

CA
3.3.1 Answer: 1 mark 1
A
3.3.2

LCD: 12: 1 mark 3

83
 M : 1 mark

Answer: 1 mark

CA
Or

CA

3.3.3 : 1 mark 2

M Answer: 1 mark

A
OR

M Method: 1 mark

Answer: 1 mark
A

84
3.3.4 , if and : 1 mark 2

Answer: 1 mark
M

CA

QUESTION 4 [13 Marks]

4.1.1 A Answer: 1 mark 1

4.1.2 It is neither directly nor inversely proportional A Answer: 1 mark 2

OR
M or : 1 mark
It is NOT proportional

or R

4.2 M Formula: 1 mark 3

R12 750( R19 391,16 R12 750: 1 mark
R12 750( Answer: 1 mark
R19 391,16
CI R19 391,16 R12 750
M
A
R6 641,16

Or
M
12 750( R12 750
12 750( R12 750
M
R19 391,16 R12 750

R6 641,16 A
4.3 Av. Speed : 1 mark 4
M
A : 1 mark
D speed time : 1 mark
M Answer :1 mark
CA

4.4 Let the number of pencils be and the number of Method: 1 mark 3
rulers be Ruler R2,50: 1 mark
Pencil R3: 1 mark

85
 M

R2,50 (ruler) A
(pencil) A

OR
Let the number of pencils be and the number of
rulers be
2 pencils 3 rulers 13.50 1 M
5 rulers R12,50 (price of pencil price of ruler)
1 ruler R2,50 A
1 pencil R3 A
QUESTION 5 [ 20 marks]
5.1.1 S R Statement: 1 mark 2
BCD A 70° (Opp. of a rhombus) Reason: 1 mark
5.1.2 S Statement: 1 mark 2
R
CBE DBE 70° (Corres , AD BC) Reason: 1 mark
Or S R
CBE BCD 70° (Alt , CD AE)
5.1.3 Statement and reason:1 mark 4
S/R
ADB ABD (Isosc. ABD, AD AB) ADB ABD 55°: 1 mark
Statement and reason: 1 mark
ADB ABD 55° A
Answer: 1 mark
DBE A ADB (Ext. of a ) S/R
DBE 70 55°
125° A
Or
Or S R Statement: 1 mark
DBE 180° ABD (Adj Supp. .)
Reason: 1 mark
DBE 180° 55° A
DBE 180° 55° : 1 mark
125° A
Answer: 1 mark

Or S R Or
DBC 180° BCD (DC BC)
Statement: 1 mark
2 Reason: 1 mark
DBC 180° 70° DBC 180° 70° : 1 mark
A
2 2 :
55° Answer: 1 mark
DBE CBE DBC
DBE 70° 55°
125° A

86
5.2.1 S R Statement: 1 mark 2
QST 27° (Alt. s, QP TS Reason: 1 mark

5.2.2 S R Statement: 1 mark 2

TSR 55° (Cor. s, QP TS Reason: 1 mark

5.2.3 TSR STR 180° (sum of the s of a Statement with reason: 1 mark 3
S/R
: 1 mark
s opp. to equal sides) M Answer: 1 mark
A
62,5°

5.3.1 (Rev. ) S/R Statement with reason: 1 mark 3

: 1 mark
Answer: 1 mark

M
A

5.3.2 (alt. ’s, AB CQ) S/R Statement with reason: 1 mark 2

Answer: 1 mark

QUESTION 6 [12 Marks]

6.1 STATEMENT REASON

Correct statement with reason:
PT PT Common A 1 mark each 4

QT TR Given A

QTP PTR Given A

PTQ PTR
A

87
6.2
Correct statement with reason:
STATEMENT REASON 1 mark each 4

A
RQS PSQ At. s, QR PS
A
QRP SPR At. s, QR PS

QOR POS Vert. opp. s A

A
QOR SOP

6.3 A Statement: 1 mark 4

A ( ABC BDC)
Reason: 1 mark
A
:1 mark
CA
Answer: 1 mark

QUESTION 7 [11 Marks]

7.1 AreaMTSN NS MR M Formula: 1 mark 3
S
432 NS Substitution: 1 mark

NS 36 A Answer: 1 mark

7.2 Area of shaded part (AreaPQRS Area of Formula: 1 mark 5

circle) 4 M
4: 1 mark
14 14 ( )} 4 M
196 154 : 1 mark
M
(196 154 ) 4 42 : 1 mark
A
42 4 Answer: 1 mark
CA
10,5

7.3 1 side =
4 cm: 1 mark
4 cm A 3
4 cm 12: 1 mark
P 4 cm 12 M Answer: 1 mark
48 cm A

88
OR OR

1 side = 4 cm: 1 mark

4 cm (18 6): 1 mark

4 cm A
M Answer: 1 mark
P 4 cm (18 6)

48 cm A

89
7. INVESTIGATIONS

(a) Purpose of a mathematics investigation

Investigations promote critical and creative thinking. They are primarily used to
discover rules or concepts and may involve inductive reasoning, identifying or
testing patterns or relationships, drawing conclusions, and establishing general
trends.

(b) Developing a mathematics investigation

Since investigations are primarily used to discover rules or concepts, relevant
mathematics content should be selected to enhance inductive reasoning. On the
other hand, an investigation involves a guided discovery, where learners are led
through a process of discovering a particular concept or idea through leading
questions. This guided discovery may include the collection of data and/or
information to solve a problem. In the CAPS the cue for the relevant concepts that
are appropriate for the investigation are prefixed by “investigate…”. For instance,
in the Measurement topic The Theorem of Pythagoras learners are required to
“Investigate the relationship between the lengths of the sides of a right-angled
triangle to develop the Theorem of Pythagoras”.

Similarly, in Space & Shape in the topic Construction of geometric figures, learners
are required to “By construction, investigate the angles in a triangle, focusing on:

the sum of the interior angles of triangles

the size of angles in an equilateral triangle

the sides and base angles of an isosceles triangle”

The acquisition of the investigative skill in mathematics does not happen

spontaneously; instead it happens as a result of the investigative teaching
approach. In other words teachers must employ the investigative teaching
approach to guide their learners to discover general rules in mathematics or
establishing general trends. Learning through investigation is one of the
meaningful ways to enhance conceptual understanding.

(c) Administering a project

To avoid having to assess work which is copied without understanding, it is
recommended that whilst initial investigation could be done at home, the final write-
up should be done in class, under supervision, without access to any notes.

90
Investigations are generally assessed using rubrics, which can be specific to the
task, or generic, listing the number of marks awarded for each skill. These skills
include:

nd discoveries using, for example,

diagrams and tables

procedures.

91
 7.1. Grade 7 Investigation exemplar

GRADE 7 MARK ALLOCATION: 50

CONCEPT/TOPIC:
FORM OF ASSESSMENT: Investigation
Number sentences ; area and perimeter of 2D
shapes

DATE: ............................. TIME ALLOCATION: 60 minutes

An investigation promotes critical and creative thinking. It can be used to discover

rules or concepts and may involve inductive reasoning, identifying or testing patterns
or relationships, drawing conclusions, and establishing general trends. To avoid
having to assess work that is copied without understanding, it is recommended that
whilst initial investigation could be done at home, the final write-up should be done in
class, under supervision, without access to any notes. Investigations are assessed
with rubrics, which can be specific to the task, or generic, listing the number of marks
awarded for each skill. These skills include:

organising and recording ideas and discoveries, e.g. diagrams and tables
communicating ideas with appropriate explanations
calculations showing clear understanding of mathematical concepts and
procedures
generalising and drawing conclusions.

The forms of assessment used should be appropriate to the age and cognitive level
of learners. The design of these tasks should cover the content of the subject and be
designed to achieve the broad aims of the subject.

INFORMATION AND INSTRUCTIONS:

1. This investigation consists of THREE activities.

2. Clearly show ALL calculations, diagrams, graphs that you have used in
determining your answers.
3. No calculators may be used.

92
SECTION A

ACTIVITY 1

Area is the quantity of 2-D space occupied by a shape or the size of the flat surface
surrounded by the border of the shape. Area (A) is measured in squared units, such as

Perimeter of a shape is the total distance around the shape or the lengths of its sides added
together, the boundary. Perimeter (P) is measured in units such as

1.1 Each of the following figures is divided into squares of equal size, namely
. Calculate the perimeter and area of each figure below.

1.1.1

(2)

Perimeter

Area

1.1.2
(2)
Perimeter

Area

1.2 What type of quadrilaterals are in 1.1.1 and 1.1.2? (1)

1.3 If the figures in 1.1.1 and 1.1.2 were not divided into smaller squares, explain
how you would calculate the perimeter and area of the shape. (2)

93
 1.4 Use a number sentence to show how you calculated the:

1.4.1 perimeter of the quadrilateral in 1.1.1 and 1.1.2 (2)

1.4.2 area of the shape in 1.1.1 and 1.1.2 (2)

1.5 Calculate the perimeter and area of the following two figures: (8)

6 cm

4 cm

[18]

ACTIVITY 2

2.1 The following figures are divided into smaller squares of equal size, namely
.

Write down the perimeter and area of each figure.

2.1.1

Perimeter (1)

Area (1)

2.1.2

Perimeter (1)

Area (1)

94
2.2 Write down the name of the quadrilateral in 2.1? (1)

2.3 If the figures in 2.1 were not divided into smaller squares, explain how
you would calculate the perimeter and area of the shape. (2)

2.4 Use a number sentence to show how you calculated the:

2.4.1 perimeter of the shapes in 2.1.1 and 2.1.2 (4)

2.4.2 area of the shapes in 2.1.1 and 2.1.2 (4)

2.5 Use a similar number sentence as in 2.4 to calculate:

2.5.1 the perimeter (4)

2.5.2 the area (4)

[19]

95
ACTIVITY 3
3.1 Work out the area of the following.
3.1.1 A rectangle measuring . (2)

3.1.2 A square with sides of . (2)

3.2 Study the figure below and answer the following questions:
10 cm

3 cm

7 cm

4 cm

3.2.1 Determine the perimeter 5 cm (2)

3.2.2 Dertermine the area (2)

3.3 Calculate the perimeter and area of the following figure. (The figure is not
dawn to scale) (4)
8m

9m
6m
10 m

12 m

5m

(4)
[16]

96
 Marking Memo

GRADE 7 MARK ALLOCATION: 50

MEMORANDUM: NC INVESTIGATION INVESTIGATING RELATIONSHIP
BETWEEN PERIMETER AND AREA OF
2-D SHAPES.
DATE: TIME ALLOCATION: 60 minutes
ACTIVITY 1 Expected Answer Clarification Mark Total
1 1.1 1.1.1 Perimeter = 12 cm Calculate perimeter: 4s 1
Area = 9 cm2 Calculate area: s 2 1
1.1.2 Perimeter = 16 cm Calculate perimeter:4s 1
Area = 16 cm2 Calculate area: s2 1 (2)
1.2 square 1 (1)

1.3 Perimeter = Calculate perimeter: 4s 1 (1)

s+s+s+s=4s
Area = s x s = s2 Calculate area: s2 1
1.4 1.4.1 Perimeter1 = 3 x 4 = 12 Calculate perimeter = 4s 1
cm
Perimeter2 = 4 x 4 = 1
16
1.4.2 Area = 32=9 cm2 Area = s2 1
Area = 42= 16 1 (4)
1.5 P1 = 4s 1 mark: formula 2
= 6x4 1 mark : substitution
=24 cm
Area = s2=36 cm2 1 mark formula 2
1 mark substitution
P2 = 4s 1 mark formula 2
4(4) = 16 cm 1 mark substitution
Area = 16 cm2 1 mark formula 2 (8)
1 mark substitution
[18]
ACTIVITY 2
2 2.1 2.1.1 P=2(3) + 2(6) = 18 1 mark: calculate perimeter 1
cm
A = 6x3 = 18 cm2 1 mark: calculate area 1
2.1.2 P = 2(4) + 2(7) = 22 1 mark: calculate perimeter 1
cm
A = 7 x 4 = 28 cm2 1 mark: calculate area 1 (4)
2.2 rectangles 1 mark: correct answer 1 (1)

97
 2.3 P = 2l + 2b 1 mark: correct formula for 1 (2)
A = lb perimeter
1 mark: correct formula for area 1
2.4 2.4.1 P1= 2l + 2b 1 mark formula 2
= 2(3) + 2(6) 1 mark substitution
= 18 cm
P2=2l + 2b 1 mark formula 2
=2(7) + 2(4) 1 mark substitution
=22 cm
2.4.2 A1=lb 1 mark formula 2
=6x3 1 mark substitution
=18 cm2
A2=lb 1 mark formula 2 (8)
=7x4 1 mark substitution
=28 cm2
2.5 2.5.1 P= 2l +2b 1 mark formula 2
= 2(17) + 2(18) 1 mark substitution
= 50 cm
2.5.2 A = lb 1 mark formula 2 (4)
= 11 x 6 1 mark substitution
= 66 cm2
[19]
ACTIVITY 3
3.1 3.1.1 Area = 7x4 1 mark calculate area of 1
= 28 cm2 rectangle
3.1.2 Area = 12 x 12 1 mark calculate area of a square 1 (2)
= 144 cm2
3.2 3.2.1 P = 3 + 10 + 7 + 5 + 4 1 mark correct substitution 2
= 29 cm 1 mark correct answer
3.2.2 A = 4(5) + 3(10)= 50 1 mark correct substitution 2 (4)
cm2 1 mark correct answer
3.3 3.3.1 P = 10 + 9 + 6 + 5 1 mark correct substitution 2 (2)
+ 8 + 12 + 22 1 mark correct answer
= 72 cm
A = sum of areas of (5)
three rectangles
= l1b1+l2b2+l3b3
= 4(22) + 6(9) + 8(8) 2 marks to identify rectangles
= 88 + 54 + 64 correctly 5 [13]
= 206 cm2 1 mark correct formula
1 mark correct substitution
1 mark correct answer

98
 7.2. Grade 8 Investigation exemplar

INVESTIGATION

GRADE 8

TOTAL: 50

Topic: Investigate angles associated with parallel lines

1. In the figures below, EF is a transversal to non-parallel lines AB and CD, PQ is

a transversal to parallel lines JK and LM.

Non-parallel lines Parallel lines

Diagram A Diagram B

9
11 12

13 14
L
15 16

F
1.1 Use a protractor to measure the sizes of all the angles (1 – 16) and complete
the table below. (You may extend the lines to measure easily.)

99
 Non-parallel line
Vertically opposite Parallel line
angles

(8)

Non-parallel line Parallel line

Corresponding
angles

(8)

Non-parallel line Parallel line

Interior alternate
angles

(4)

100
 Non-parallel line Parallel line
alternate
Exterior

angles

(4)

Non-parallel line Parallel line

Co-interior
angles

(4)
[28]
1.2 Look at the completed table in QUESTION 1.1 and answer the related
questions in the table below.

Are the Are the Are the alternate Are the co-interior angles and
lines AB corresponding angles and equal? If not, are they
and CD angles and equal? supplementary?
parallel equal?
? Equal Supplementary

Diagram
A

Are the Are the Are the alternate Are the co-interior angles and
lines JK corresponding angles and equal? If not, are they
and LM angles and equal? supplementary?
parallel equal?
? Equal Supplementary

Diagram
B

[8]

101
1.3 From the investigation, you should have discovered some important facts about
angle pairs associated with parallel lines.

What can you conclude about the following angles when parallel lines are cut by a
transversal?
1.3.1 Corresponding angles (1)
1.3.2 Alternate angles (1)
1.3.3 Co-interior angles (2)
1.3.4 Vertically opposite angles (1)
[5]

2.1 Decide if the following figures have parallel lines. Give a brief reason for your
answer:
2.1.1 (1)

(1)

2.1.2

[2]

3.1 Find the value of the unknown, giving a brief reason for your answer:
3.1.1 (2)

3.1.2 (3)

102
3.1.3 (2)

[7]

TOTAL : [50]

103
 INVESTIGATION MEMORANDUM

GRADE 8

Investigate angles associated with parallel lines

1. In the figures below, EF is a transversal line to non-parallel lines AB

and CD, PQ is a transversal line to parallel line JK and LM.

Non-parallel lines Parallel line

Diagram A Diagram B

1.1 Use a protractor to measure the sizes of all the angles (1 – 16) and
complete the table below. (You may extend the lines to measure
easily)

Non-parallel line Parallel line

Vertically opposite
angles

(8)

104
Non-parallel line
Corresponding Parallel line
angles

(8)

Non-parallel line Parallel line

Interior alternate

angles

(4)

Non-parallel line Parallel line

Exterior
alternate
angles

(4)

Non-parallel line Parallel line

interior
angles
Co-

(4)
[28]

105
1.2 Look at the completed table in QUESTION 1.1 and answer the
related questions in the table below.

Are the Are the Are the Are the co-interior angles
lines AB corresponding alternate and equal? If not, are
and CD angles and angles they supplementary?
parallel? equal? and
equal? Equal Supplementary

Diagram No No No No
A

Are the Are the Are the Are the co-interior angles
lines JK corresponding alternate and equal? If not,
and LM angles and angles are they supplementary?
parallel? equal? and
equal? Equal Supplementary

Diagram Yes Yes Yes No

B

[8]

1.3 From the investigation, you should have discovered some important
facts about angle pairs associated with parallel lines.

When parallel lines are cut by a transversal:

1.3.1 Corresponding Equal (1)

angles
(1)
1.3.2 Alternate angles Equal
(2)
1.3.3 Co-interior angles Add up to / supplementary
(1)
1.3.4 Vertically opposite Equal
angles
[5]

106
2.1 Decide if the figure contains parallel lines, giving a brief reason for
your answer:

2.1.1 (1)

Yes, alternate angles are equal.

2.1.2

No, co-interior angles are not supplementary. (1)

OR

No, [2]

3.1 Find the value of the unknown, giving a brief reason for your
answer:

3.1.1

Statement Reason
Corr. , II lines
(2)

107
 3.1.2

Statement Reason (3)

Co-int. , II lines

3.1.3

Statement Reason

Alt. , II lines (2)

[7]

TOTAL : [50]

108
 7.3. Grade 9 Investigation exemplar

GRADE 9 MATHEMATICS INVESTIGATION

NAME: __________________________________________________________

MARKS: 50

TIME: 5 Days SUBMISSION DATE: ____________________

TOPIC: INVESTIGATING SPECIAL PROPERTIES OF REGULAR

QUADRILATERALS

In this investigation, you will study a variety of quadrilaterals in order to discover

some of their special properties. Work in groups of five. Each member of the group
must choose one quadrilateral from the given table, and investigate its special
properties. The group will then discuss together the properties of the five
quadrilaterals, and the relationships between them.

PART 1: INSTRUCTIONS

Each member choose one diagram. Cut out and paste the diagram from the given
table.

1.1 Identify all parallel sides, if any, and indicate them in the diagram with relevant
symbols. (2)

1.2 Measure the sides and interior angles of the quadrilateral. Show these on the
diagram. (4)

Name of
Diagram (cut out and paste from the table) the Quad Length of Side Size of
Interior Angle

AB = _______cm A =_______

BC = _______cm
B =_______

CD = _______cm
C =_______
AD = _______cm
D =_______

109
 1.3 Calculate the sum of the interior angles of the quadrilateral. (2)

Sum of interior angles = ______ + ______ + ______ + _______ = ________

1.4 Draw the diagonals. Measure their lengths and their angles of intersection. Also
measure the length from each vertex (A, B, C, D) to the point of intersection with
the other diagonal.

Show all these measurements in the diagram of the quadrilateral you have
chosen. (8)

1.5 As a group, discuss your findings. Be alert to similarities and differences in the
properties of the quadrilaterals. Make notes of what you discuss and observe.
These will be handed in as part of the project.

1.6 Based on your discussion, work together to complete the table below that
summarises some of the special properties of quadrilaterals. A tick means the
given quadrilateral has the property. Leave the space blank if the quadrilateral
does not have that property. (10)

SPECIAL PROPERTIES OF QUADRILATERALS

Property of Quadrilateral Square Parallelogram Rhombus Rectangle Trapezium Kite

Opposite sides equal

All sides equal

Number of adjacent sides 4

equal

Number of pairs of opposite 2

sides parallel (2, 1 or 0)

Number of pairs of opposite 2

angles equal (2, 1 or 0)

Interior angles all 90°

Sum of interior angles 3600

Diagonals equal

Diagonals bisect

Diagonals perpendicular

110
PART 2: INSTRUCTIONS

Each member is to answer the questions in PART II. Use your findings and the
completed table to answer the questions. You may also want to study the definition
of specific quadrilaterals.

2.1(a) How many adjacent sides does every quadrilateral have? (1)

(b) The sum of the interior angles of a shape add up to 5400. Is the shape a
quadrilateral? Why? (1)

2.2. The name of:

(a) quadrilaterals with only one pair of opposite sides equal. (1)

(b) parallelograms with only one pair of opposite sides equal. (1)

2.3. The name of:

(a) quadrilaterals that are not parallelograms, with perpendicular diagonals. (1)

(b) quadrilaterals having diagonals that are equal and bisect each other. (2)

(c) quadrilaterals having diagonals of unequal length. (2)

2.4. The name of:

(a) quadrilaterals with 2 pairs of adjacent angles equal. (3)

(b) parallelograms with 2 pairs of adjacent angles not equal. (2)

(c) quadrilaterals, both pairs of opposite angles equal and not a parallelogram.
(1)

2.5(a) Is every rectangle also a parallelogram? Justify your answer using the
properties. (2)

(b) Is every square also a rectangle? Justify your answer using the properties.
(2)

2.6 a) What one property distinguishes a rectangle from a parallelogram? (1)

b) What one property distinguishes a square from a rectangle? (1)

c) What two properties distinguish a square from a parallelogram? (2)

d) If a square is a special kind of rectangle, and if a rectangle is a special kind of

parallelogram, then a square is a special kind of ________ (1)

111
2.7 Write down the name the quadrilateral according to the properties given below:

a) both equilateral and right-angled __________________. (1)

b) right-angled but not equilateral ____________________. (1)

c) equilateral but not right-angled ____________________. (1)

d) opposite sides and angles equal to one another, but is neither equilateral nor
right-angled ___________________________. (1)

2.8) a) Describe the two quadrilaterals not included in the answers to Question 2.8.

i)_________________________________________________________ (1)

ii)_______________________________________________________ (1)

b) The diagram shows a trapezium with 2 right angles.

c) Can a trapezium have 4 right angles? Use the definition to justify your
answer.______________________________________________ (2)

d) According to its definition, can a kite have all 4 sides equal? _________ (1)

Table of quadrilaterals: Do not choose the quadrilateral used as an example.

A B
A B
B

D C
D C

EXAMPLE (do not cut out)

112
 A A B
B
B

D C
D C

113
MATHEMATICS INVESTIGATION MEMORANDUM- GRADE 9

PART 1

Name of the
Quadrilateral
Diagram Length of Size of
Side Angle

Parallelogram

AB = 5,5 cm A = 120°

BC = 3,8 cm B = 60°

CD = 5,5 cm C = 120°

AD = 3,8 cm D = 60°

Diagonals

AC = 4,9 cm

DB = 1,9 cm

Name of the
Quadrilateral
Diagram Length of Side Size of
Angle

Rhombus AB = 4,3 cm A = 107°

BC = 4,3 cm B = 73°
CD = 4,3 cm C = 107°
AD = 4,3 cm D = 73°

Diagonals

114
 AC = 5,3 cm

DB = 7,0 cm

Name of the
Quadrilateral
Diagram Length of Side Size of Angle

Kite AB = 3,0 cm A = 80°

BC = 4,2 cm B = 110°
CD = 4,2 cm C = 60°
AD = 3,0 cm D = 110°

Diagonals

AC = 5,9 cm

DB = 3,9 cm

Diagram Name of the Size of

Length of Side
Quadrilateral Angle
Rectangle AB = 7,0 cm A = 90°
BC = 3,8 cm B = 90°
CD = 7,0 cm C = 90°
AD = 3,8 cm D = 90°

Diagonals

AC = 8,0 cm

DB = 8,0 cm

115
 Diagram Name of the Length of Size of
Quadrilateral Side Angle

Isosceles AB = 3,0 cm A = 115°

Trapezium
BC = 5,3 cm B = 115°
CD = 7,5 cm
C = 65°
AD = 5,3 cm
D = 65°

Diagonals

AC = 7,0 cm

BD = 7,0 cm

1.1 Allocate 2 marks for parallel sides correctly indicated and symbolised. EXCEPT
KITE.

1.2 Allocate 4 marks for the sides and interior angles.

1.3 Allocate 4 marks for the lengths and angle of intersection of the diagonals.

1.4 Calculate the sum of the interior angle of the quadrilateral. (1)

Sum of interior angles = A+ B+ C+ D = 360°

116
1.6 AWARD MAXIMUM OF 2 MARKS PER COLUMN; 1 MARK IF 1 IS
INCORRECT

The ‘ ’ in the table are not marks, they show the correct learners response.

SPECIAL PROPERTIES OF QUADRILATERALS

Property of Quadrilateral Square Parallelogram Rhombus Rectangle Trapezium Kite
Opposite sides equal
All sides equal
Number of adjacent sides equal 4 0 0 4 2 0
Number of pairs of opposite 2 2 2 2 1 0
sides parallel (2, 1 or 0)
Number of pairs of opposite 2 2 2 2 0 2
angles equal (2, 1 or 0)
Interior angles all 90°
Sum of interior angles 3600 3600 3600 3600 3600 3600
Diagonals equal
Diagonals bisect
Diagonals perpendicular
PART 2

2.1 a) 4

b) No, the interior angles of a quadrilateral add up to 3600

2.2 a) Trapezium

b) None

2.3 a) Kite

b) Square, rectangle, parallelogram, rhombus

c) Kite, parallelogram

2.4 a) Square, rectangle, trapezium

b) Square, rectangle

c) Kite

2.5 a) Yes. Since all rectangles have 2 pairs of opposite sides equal, then all
rectangles are parallelograms.

b) Yes. Since in all squares all angles are right angles, then all squares are
rectangles

2.6 a) Angles are right angles

b) All sides same length

117
 c) Angles are right-angled and all sides same length

d) Parallelogram

2.7 a) Square b) Rectangle c) Rhombus d) Parallelogram

2.8 a) i) A kite is a quadrilateral with two pairs of equal-length sides that are

adjacent to each other.

ii) A trapezium a quadrilateral with one pair of sides parallel.

b) No. If it did, it would have 2 pairs of sides parallel.

c) If a kite had 4 sides equal, it would still have two pairs of equal-length sides
that are adjacent to each other.

118
8. PROJECT

(a) Purpose of a mathematics project

Projects are used to assess a range of skills and competencies. Through projects,
learners are able to demonstrate their understanding of different Mathematics
concepts and apply them in real-life situations. It is therefore essential that
conceptual understanding should be emphasised in the teaching and learning of
mathematics so that the concepts are applied meaningfully. Good projects involve
the collection and display of real data, followed by deductions that can be
substantiated. The assessment criteria should be clearly indicated on the project
specification and should focus on the Mathematics involved and not on duplicated
pictures and facts copied from reference material.

(b) Developing mathematics projects

Since projects are used to assess a range of skills and competencies, it is

advisable to develop a project after a substantial amount of mathematics concepts
are covered. It is for this reason that a project is administered in Terms 3 and 4 in
Mathematics.
The following are some of the issues to be considered when developing a project:
A theme or a focus of the project should be carefully conceptualised such that
it is appropriate, relevant and appealing to the learners. In other words the
theme/focus should speak to the learners’ context.
Although the project theme/focus may be used to create awareness of how
mathematical relationships are applied in social, environmental, cultural and
economic contexts, the choice of these contexts should be sensitive to issues
of gender, disability, race, etc., and should generally contribute to social
cohesion.
The data to be collected should be accessible to the learners. For instance if
the data to complete a project are exclusively obtainable from the Internet,
learners who do not have access to the Internet will not be able to complete
and present their project.
If the project requires learners to collect data outside the school environment,
the general welfare of learners should be considered.

(c) Administering a project

One mathematics project should be administered per grade per year. Although this
is the case, teaching should be characterised by, inter alia, project-based learning
to expose learners to and prepare them adequately on the subtleties of presenting
good projects. In other words, learners should not be exposed to a project for the
first time when they are assessed formally.

119
 When administering mathematics projects, teachers are urged to explain the
requirements and the process of carrying out the project. Projects are generally
context-based and if not thoroughly explained, learners are likely to be distracted
by the context and lose the essence of mathematics embedded in the project.

Unlike other forms of assessment such as tests/examinations, mathematics

projects take longer to complete; therefore clear guidelines should be provided to
learners on the timelines for submitting different sections of the project. In other
words it is recommended that a Mathematics project should be presented and
marked/evaluated in stages to: firstly ease the workload associated with marking
long projects if they are not presented in stages; and secondly to identify learner
mistakes earlier so that they can improve the next stages of the project,
subsequently optimising the chances of overall performance in the project.

120
 8.1. Grade 7 Project exemplar

GRADE 7 PROJECT MARKS: 45

During the ‘Green Revolution’ Conference by the Institute of Waste Management of

Southern Africa (IWMSA) in 2013 in Port Elizabeth, it was noted that “…the
cornerstone of effective waste management includes data collection and analysis,
strategy development, collection systems planning and delivery …” (Port Elizabeth
Waste Management News, 2 April 2014).

Your class wants to initiate a campaign to reduce and control household

garbage in your community. Use the survey and collect data from at least ten
different households in your area to assist your class to decide which method
would be used during the campaign.

Survey number: ______

Date of the interview: -----/-----/------- (Day/Month/Year)

Name of area: ________________________________

Interviewer: __________________________________

Respondent selection: We need to speak to a member of the household aged 18

years and above.

Introduction

“Hello. My name is ________________________________ and I’m part of

the survey team for
______________________________________________ School. We are
conducting a survey on waste management within the
________________________ area.

This questionnaire focuses on waste (garbage) management issues.

121
 The purpose of this survey is to gather information from residents like you
about your current practices, concerns and opinions on waste management
in our community. The survey will take about 10 minutes.

We request that you voluntarily participate in the completion of this

questionnaire. You are not required to give your name, so you will not be
connected to the answers provided.

The answers you provide to the following questions will be able to direct the
school in its efforts to educate learners on how to manage their garbage
effectively. Thank you very much for your time.

QUESTIONNAIRE

Section A - The Natural Environment

The the whole world around us: the air, water, and
land, forests, wetlands, and the sea, and all animals and plants around us.

Knowing what the natural environment is, are you or

about the current state of the natural environment in your area?
Make a cross ( X ) next to the your choice.

I am not concerned

I am concerned

I have no opinion

What do you personally say is the major issue currently affecting our
community/town/village/suburb/city about the natural environment? (One
answer)

___________________________________________________________________

What other issues concern you about the natural environment in our
community/town/village/suburb/city? (Choose as many as you like from the
list below by making a cross (x) next to your choice)

122
 Automobile exhaust fumes Household garbage

Sewage pollution from pits and Cutting down trees

toilets

Fishing Mining

Plastic and paper Dangerous solid waste such as

chemicals, and medical waste

Waste from factories Pesticides and herbicides used

in farming

How much effect do you think you have on the natural environment, do you
have: no effect, some effect, a lot of effect, or no opinion?

I have no effect

I have some effect

I have a lot of effect

I have no opinion

Section B – Household Solid Waste Management

Please choose how your household stores the garbage from your house.

Closed container, please describe:

Open container, please describe:

Plastic bags

Pile in the yard

Other, specify:

Don’t know

123
 Indicate how your household gets rid of each of the following types of
garbage from your house.

Dump
Types of Garbage Other
Burn Bury River/ In On Garbage Recycle Reuse Compost
garbage truck (Specify)
gully yard road dumpsite
Food waste
Yard trimmings

Paper/cardboard

Plastics
Metals
Glass

Which one of the above garbage removal ways do you think is best and why?
___________________________________________________________________
___________________________________________________________________

Can you think of any ways of reducing the amount of garbage that your
household must burn, bury, dump, or leave for the garbage truck?
___________________________________________________________________
___________________________________________________________________

Section C – Concerns about solid waste management

To the following questions (9 – 17), please state whether you are: Not No
Concerned
Concerned, not concerned, or you have no opinion. concerned opinion

How concerned are you about health risks related to

burning garbage?
How concerned are you about illegal dumps polluting
rivers, streams and wells?
How concerned are you about diseases that are related
to improper storage and disposal methods, like
leptospirosis and malaria?
How concerned are you about flooding due to garbage
blocking drains and gullies?
How concerned are you about the exploitation of natural
resources that are used to make the products we buy and
use such as oil (for plastic bottles) and trees (for paper)?
How concerned are you about the service provided by
the garbage truck in your area?
How concerned are you about litter/garbage in your
area?

124
 How concerned are you about illegal dumping in this
area?
How concerned are you about the presence of rats in
your area?

Do you have any suggestions for improving the management (removal and
disposal) of garbage in your area?
___________________________________________________________________
___________________________________________________________________

Rubric – For assessing survey (Section A to Section C)

Criteria Level descriptors
4 3 2 1 Score
Survey data 10 surveys 8-9 surveys 6-7 surveys 5 or less
collection were were were surveys were
conducted conducted conducted conducted with
with 10 with 8-9 with 6-7 5 or less
different different different different
households households households households
Completion of 7– 10 surveys Less than 7
surveys fully surveys fully
completed (All completed ( Not
questions all questions
responded to) responded to)
TOTAL

Subtotal: (6)

SECTION D

As a project, you are required to develop a questionnaire that will gather information
on recycling of household waste. Develop five questions, the different question
types must be responded to by either a Yes/No or multiple choice (with at least four
choices). The survey will be assessed using the rubric below. Please submit your
survey in the form it will be implemented.

Rubric: For assessing questionnaire

Rating
Category Score
3 2 1

Purpose Purpose is stated clearly. Purpose is stated vaguely.

Balance of question 5 questions are yes/no and All 5 questions are yes/no or
types multiple-choice types. multiple-choice types.

125
Choice of responses Most people would be able to Few people would be able to No-one would be able to choose
choose from the responses. choose from the responses. from the responses.

Content 4-5 of the questions address 1-3 of the questions address None of the questions addresses
recycling issues. recycling issues. recycling issues.

Total Score

Subtotal: (10)

SECTION E Organise, summarise, interpret and analyse data

1. Use the tally chart to record your data collected (see Section A, Question 6).
Work in groups of four individuals for 1 and 2 below.

Garbage disposal Number of household tally Frequency

method

Burn

Bury

Dump

Garbage truck

Recycle

Reuse

Compost

Other

TOTAL

Rubric : For assessing frequency table

Criteria Level descriptors
1 2 3 Score
Tally marks Tally marks are Tally marks are Tally marks are
both partially and partially or correctly
incorrectly incorrectly completed on
completed on completed on tally chart.
tally chart. tally chart.
Frequencies Frequencies are Frequencies are Frequencies are
both partially and partially or correctly

126
 incorrectly incorrectly completed on
completed on completed on tally chart.
tally chart. tally chart.
Total number of Total is not Total is Total is correctly
tallies completed on incorrectly completed on
tally chart. completed on tally chart.
tally chart.
Total score
Subtotal: (9)

2. Use the grid below and draw a bar graph to illustrate the data shown in the tally
chart. Name the axes and include all labels. (13)

127
 Rubric: For assessing graph
Category Level descriptors
4 3 2 1
Graph Graph has Graph is titled but title is not
title appropriate title appropriate

Axes Horizontal and Horizontal and Axes not labelled or units not
labels vertical axes vertical axes indicated
have have
appropriate appropriate
labels labels
- Units clearly - Units not clearly
marked on marked on
horizontal and horizontal and
vertical axes vertical axes
Scale Graph fills most Graph does not Graph does not Graph too small
of the available fill most of the fill most of the Horizontal and vertical
space available space available space axes do not use regularly
Horizontal and Horizontal and Horizontal and spaced divisions
vertical axes vertical axes vertical axes Horizontal and vertical
use regularly use regularly use regularly axes do not use
spaced spaced spaced appropriate divisions
appropriate appropriate appropriate Not clearly drawn
divisions divisions divisions
Neatly drawn Neatly drawn Not neatly
drawn

Data 8 bars 6-7 bars 3-5 bars 1-2 bars accurately

plotting accurately accurately accurately plotted
plotted plotted plotted

Bars are untidy with

Bars are neat Bars have inappropriate marker size
Bar Bars are neat with inappropriate
drawing with appropriate inappropriate marker size
marker size marker size

TOTAL
3.
3.1 What is the most popular way of garbage disposal? (1)
_______________________________________________________
3.2 Give a reason for your answer. (1)
_______________________________________________________
3.3 What is the least popular way of garbage disposal? (1)
_______________________________________________________

128
3.4 Why is the disposal method mentioned above the least popular choice? (1)

______________________________________________________________
3.5 What method of waste management would you advise your school mates
to use in your community to help keep the natural environment safe? Briefly
explain why you think the method is useful. (3)

______________________________________________________________
______________________________________________________________

TOTAL: 45

129
 PROJECT MARKING GUIDELINE

SECTION A to SECTION C.

Rubric – For assessing survey (Section A to Section C)

Criteria Level descriptors
4 3 2 1 Score
Survey data 10 surveys 8-9 surveys 6-7 surveys 5 or less
collection were were were surveys were 4
conducted conducted conducted conducted
with 10 with 8-9 with 6-7 with 5 or less
different different different different
households households households households
Completion 7– 10 Less than 7 2
of surveys surveys fully surveys fully
completed completed
(All (Not all
questions questions
responded responded to)
to)
TOTAL 6

Subtotal: (6)

SECTION D

Rubric: For assessing questionnaire

Rating
Category Score
3 2 1

Purpose Purpose is stated clearly. Purpose is stated vaguely. 2

Balance of 5 questions are yes/no and All 5 questions are yes/no 2

question multiple-choice types or multiple-choice type.
types

Choice of Most people would Few people would be able to No one would be able to 3
responses be able to choose choose from the responses. choose from the
from the responses.
responses.

130
Content 4-5 of the questions 1-3 of the questions address None of the questions
address recycling recycling issues. address recycling issues. 3
issues.

Total Score 10

Subtotal: (10)

SECTION E

1. Use the tally chart.

Example

Garbage disposal Number of household tally Frequency

method

Burn 6

Bury 5

Dump 8

Garbage truck 10

Recycle 4

Reuse 3

Compost 3

Other 1

TOTAL 40

Rubric : For assessing Tally chart

Criteria Level descriptors
1 2 3 Score
Tally marks Tally marks are both Tally marks are Tally marks are correctly 3
partially and incorrectly partially or incorrectly completed on tally chart.
completed on tally completed on tally
chart. chart.

131
Frequencies Frequencies are both Frequencies are Frequencies are correctly 3
partially and incorrectly partially or incorrectly completed on tally chart.
completed on tally completed on tally
chart. chart.
Total number of Total is not completed Total is incorrectly Total is correctly completed 3
tallies on tally chart. completed on tally on tally chart.
chart.
Total score 9

2. Graph

Possible frequency graph (For tally chart in Section E 1 above)

Ways of waste management in a

community area
12
10
Frequency

8
6
4
2
0
Burn Bury Dump Garbage Recycle Reuse Compost Other
truck
Methods of waste management

Rubric: For assessing graph

Category Level descriptors
4 3 2 1 Max
score
Graph title Graph has Graph is titled but 2
appropriate title title is not
appropriate
Axes labels Horizontal Horizontal Axes not labelled or 3
and vertical and vertical units not indicated
axes have axes have
appropriate appropriate
labels labels
- Units clearly - Units not
marked on clearly marked

132
 horizontal and on horizontal
vertical axes and vertical axes
Scale Graph fills most of Graph does Graph does Graph too small 4
the available not fill most not fill most Horizontal and
space of the of the vertical axes do
Horizontal and available available not use regularly
vertical axes use space space spaced divisions
regularly spaced Horizontal Horizontal Horizontal and
appropriate and vertical and vertical vertical axes do
divisions axes use axes use not use
Neatly drawn regularly regularly appropriate
spaced spaced divisions
appropriate appropriate Not clearly
divisions divisions drawn
Neatly drawn Not neatly
drawn

Data 8 bars accurately 6-7 bars 3-5 bars 1-2 bars 4

plotting plotted accurately accurately accurately
plotted plotted plotted

Bars are neat with Bars are Bars have Bars are untidy
Bar appropriate neat with inappropriate with
drawing marker size inappropriate marker size inappropriate
marker size marker size

TOTAL 13

3.

3.1 What is the most popular way of garbage disposal? (1)

- Response with highest modal frequency.

3.2 Give a reason for your answer. (1)

- From the tally chart it has the modal frequency, showing that most respondents
use the method; OR

- From the graph it has the tallest bar, showing that most respondents use the
method; OR

- Most people interviewed use the method for garbage disposal.

3.3 What is the least popular way of garbage disposal? (1)

- Response with lowest frequency.

133
 3.4 Why is the disposal method mentioned above the least popular choice? (1)

- From the tally chart it has the lowest frequency, showing that less respondents
use the method; OR

- From the graph it has the shortest bar, showing that less respondents use the
method; OR

- Less number of people interviewed uses the method for garbage disposal.

3.5 What method of waste management would you advise your classmates to use
in your community to help keep the natural environment safe? Briefly explain
why you think the method is useful. (3)

- Any relevant method applicable to waste management.

- Relevant explanation which supports the method provided.

TOTAL = 45

134
 8.2. Grade 8 Project exemplar

DESIGN AND CREATE YOUR SCHOOL’S

OWN GARDEN

MARKS 40

TIME: 3 WEEKS

Projects are used to assess a range of skills and competencies. Through projects,
learners are able to demonstrate their understanding of different Mathematics
concepts and apply them in real-life situations. Caution should, however, be
exercised not to give projects that are above learners’ cognitive levels. The
assessment criteria should be clearly indicated on the project specification and
should focus on the Mathematics involved and not on duplicated pictures and facts
copied from reference material. Good projects contain the collection and display of
real data, followed by deductions that can be substantiated.

DESIGN AND CREATE YOUR SCHOOL’S

OWN GARDEN

OVERVIEW

Our mother earth is going through a tough situation and we,

the entire human race, are very much responsible for this.
Gardening is always an excellent and environment-friendly
idea and if you can create a sustainable garden, it could be
useful for all. Recent research carried out by the National
Gardens Science Scheme showed that more than 79% of
people said that being in a garden makes them feel healthier and that access to a
garden is essential for quality of life. Creating a garden of any kind simply improves
mental and physical wellbeing. (The Telegraph, 19 March 2012).

135
The idea of this project is that the learners should design and create a garden that is
sustainable at the school. By the end of this project, the learners should be able to
submit a proposal to the SMT, motivating the need for a sustainable and
environmentally friendly garden.

By using their mathematical skills (area, perimeter, geometric patterns, quadrilaterals

in terms of their sides, angles and diagonals, working with scale, 2-D and 3-D
geometry), learners will create a garden for the school. They must first plan the
garden and then build a model of the garden, which will be on scale. After planning,
they will have to collect information such as specific costs, plants, layout and
responsibilities. After collecting the most appropriate information, the learners will
have to decide on the most cost-effective way of creating the garden. They will have
to make calculations and decide on the best way of representing this information to
motivate their decisions.

STARTING THE PROJECT

The learners should start in class with their planning. This should be done so that the
teacher can see whether the learners understand the project well. Learners can do
their first planning on a sheet of paper. The garden should at least comprise a space
of 30 m x 20 m. The learners should now be creative and plan all features of the
garden. The garden must comply with the minimum requirements set below. They
will also need to consider all expenses and create a budget in which to complete the
actual garden.

MINIMUM
Model: 300 mm x 200 mm garden with a scale of 1 cm : 1 m.

Area and perimeter calculated.

Geometric patterns used.

Quadrilaterals in terms of their sides, angles and diagonals.

Working with scale.

2-D and 3-D geometry

There must be a pathway of any length and width.

There must be a fence – anywhere you want it.

136
 PRESENTATION

1. The model:

Build a model of this garden and use any form of material to represent your garden.
The scale of this model must be 1 cm : 1 m. Show your dimensions on the model.

2. The calculations, cost and budget:

Make a poster to present your findings and calculations. This poster can be of any
size and in any manner you prefer.

Collect all the information, organise and summarise it, in such a way that it is easy to
see and understand your calculations for your garden and prices. The more
evidence you can show of the collection of prices (quotations or advertisements),
calculations and decisions you have made, the better.

Represent the calculations of cost in any way that would be easy to read and
understand. Remember that you always work with a minimum budget.

CONCLUSION

Interpret your findings and write a conclusion on your findings.

Analyse your project and write a clear report with possible ideas and suggestions.

ASSESSMENT

1 2 3 4
Construction of
Construction of Construction of design
Design is done design done
design roughly done with all
Model on paper. without
done. dimensions complete.
2-D dimensions.
3-D 3-D
3-D
Area of three Area of four
Area of one kind Area of at least five
different different
Area of geometrical different geometrical
geometrical geometrical
shape is given. shapes is given.
shapes is given. shapes is given.
Perimeter of Perimeter of four
Perimeter of one Perimeter of at least five
three different different
Perimeter geometrical different geometrical
geometrical geometrical
shape is given. shapes is given.
shapes is given. shapes is given.

137
 Total length of
Total length of fence
Dimensions of fence was
Fence There is a fence. needed was correctly
fence are given. attempted, but
calculated.
with mistakes.
Evidence of the
Evidence of the
actual prices of
actual prices of Evidence of the actual
at least four
Estimated at least six items prices of at least eight
Collection of data items is
pricing of at least is presented with items is presented with
(1) presented with
two items. the option to the option to choose the
the option to
choose the best best price.
choose the best
price.
price.
Indication of at Indication of at Indication of at Indication of at least
least four least five items least six items to seven items to be
Collection of data different types of to be planted in be planted in the planted in the garden.
(2) plants to be the garden. garden.
used in the
garden.
Data is Data is complete,
Data is complete Data is complete
incomplete and clearly organised and
Organising data but not clearly and clearly
not clearly illustrated by means of
organised. organised.
organised. tables.
The poster is
There is a The poster is
The poster is informative with
poster, informative with all
neatly done and all relevant
presented by relevant information and
Poster presented by information and
only one presented with
less than half of presented by
member of the confidence by all the
the group. most of the
group. learners of the group.
group.
The presentation
of the project The presentation
The presentation The presentation of the
and its of the project
of the project project and its
sustainability are and its
and its sustainability are
Presentation communicated sustainability are
sustainability are communicated with a
without a clear communicated
not clearly clear plan of action and
plan of action or with a clear
communicated. a detailed budget.
clear plan of action.
sustainability.
The report is detailed
The report is
A fair attempt to and convincingly
detailed and
A report was write a report on concluded with
Report convincingly
written. the project was suggestions and
concluded with
made. accepted by the SMT as
suggestions.
the most viable option.

138
 8.3. Grade 9 Project exemplar

TOTAL: 40 MARKS TIME : 1 WEEK

Follow the data cycle as outlined in the previous page to undertake this project.

Stage 1: Focus/problem

Background/focus of the project: A company that manufactures specialised

protective clothing for people who work in high-tech environments needs to decide
on the kind of hand- and footwear that must be purchased for each individual in the
lab. To be able to do this, data are needed about the relationship between people’s
hand size and foot size. The management of the company has hired you to gather
this data for them. After gathering the data, you will represent it graphically, analyse
and interpret it and communicate your findings to the management of the company.

This project therefore aims to find a relationship between:

A) Span of hand and length of foot.

B) The combined width of the four fingers and width of foot.

For both A and B you will need to take measurements from the same 10 individuals
in your community.

In this project you will work in groups of three learners. Each member of the group
will collect data from 10 persons. The three of you will then combine your data so
that you have 30 different people to represent graphically, analyse and interpret, and
communicate your findings to management.

Method:

Identification of the population. It is best to collect data from people of the same age
group. Data collected from individuals of different age groups will probably affect the
interpretation and predictions of the data.

What is your population?

___________________________________________________________________

How did you select the sample of 10 people from the population?

___________________________________________________________________

139
Stage 2: Pose a question

i) In your own words, pose the question that this project is trying to answer.

___________________________________________________________________
___________________________________________________________________

ii) On a separate sheet, include diagrams of exactly what parts of the hand and foot
you will be measuring.

iii) On the same sheet, explain how you will actually measure the hand span, the
length of the foot, the width of 4 fingers and the width of the foot. Also, how are you
going to handle the cases where lengths or widths are not whole centimetres?

Stage 3: Data collection

Each member of the project group will identify 10 people either from school or home.
Use them to complete the following two tables.

NB: It is best to collect data from 10 people of the same age group.

Table A

Person 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

Data set 1: Width of four fingers in cm

Data set 2: Width of foot in cm

Table B

Person 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

Data set 1: Width of four fingers in cm

Data set 2: Width of foot in cm

Stage 4: Organise the data

During this stage you are expected to organise, summarise and represent the data
you have collected using frequency tally tables, and a scatter plot for each of the
tables above. [You may need to use a grouped frequency table. You may need to
make a brief study of this kind of frequency table.]

i) Frequency tally tables for data in Table A (two frequency tally tables, one for each
set of data)

ii) Frequency tally tables for data in Table B (two frequency tally tables, one for each
set of data)

140
iii) For each data set in both Table A and Table B, summarise the data by calculating
the mean, median and range. State the mode if there is one. [If you used a grouped
frequency table in parts i) and ii) immediately above, then state what is called the
modal group.]

In order to represent your data, draw a scatter plot showing the relationship between
the data sets (pair of variables) in each table.

iv) Scatter plot A (from the two data sets in Table A)

Title: ____________________________________________________

v) Scatter plot B (from the two data sets in Table B)

Title: __________________________________________________

Stage 5: Interpretation of your project research (you may use a separate sheet)

i) Summarise your findings

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

ii) Draw conclusions

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

iii) Communicate findings to management

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

END

141
 RUBRIC FOR GRADE 9 DATA CYCLE PROJECT (maximum: 10 x 4 = 40 marks)

Good Excellent
No effort Needs improvement Satisfactory
Criteria (3) (4)
(0) (1) (2)

No attempt at all No math information / No math information Labels may be Appropriate labels
Question or below numbers identified. is used to solve the missing. Some of the identified. Most of the
identified standard. problem. Math math information is math information is
information / numbers used to solve the used to solve the
identified. problem. problem. Math
Math information / information / numbers
numbers identified. identified. Appropriate
labels identified. Math
information used to
solve the problem.
No attempt at all Only the population is No systematic Both population and Both population and
Explanation of or below explained but no approach in sample identified but sample identified.
methods standard. effort made to explain identifying some key aspects are Considerable effort
(population, sampling. populations. Both left out. was made and there
sample) population and is logical
sample identified but presentation.
no coherence and
logic in presentation.
No attempt at all Data insufficient and There are errors that Data available, Data available,
Data collection or below scanty. No order and emanated from orderly and logically orderly and logically
standard. coherence in incorrect presented. Both presented. Both
presentation of data. measurements. tables completed. tables completed. All
Only one table Data available, Most of the the measurements
completed. orderly and logically measurements are are accurate.
presented. Both reasonably accurate
tables completed. and there is logic to
There are minimal the work.
errors from
measurements.
No attempt at all Data not well Data is available but Data is organised in Data excellently
Organisation of or below organised, and not there is no logic and tables but there is organised in tables.
data standard. clear to the assessor. coherence. missing information. Correct labels are
Organisation show Available information evident and clear.
little understanding. is correct to some
extent.
No attempt at all Calculations of Calculations of Calculations of Calculations of
Summary of or below central tendencies central tendencies central tendencies central tendencies
data standard. performed but there performed, but some performed but most of excellently performed
computational errors. without errors.

142
 are many the calculations are
computation errors. correct.
No attempt at all Incorrect answer. Arrived at a correct Arrived at correct Arrived at a correct
Correct answer or below answer but with some answer but with some answer.
(calculations, standard. conceptual errors. computation errors.
mean, median,
range)
No attempt at all Data is represented Work does not show Most of the aspects of Data is clearly
Representation or below on a graph but no an understanding of the graph are correct, represented. All the
of data standard. labels on the axes. the task. e.g. axes are labelled, aspects of graphical
No title. There is an attempt to title is available, representation are
represent data in a points showing pairs clear to the assessor.
graph. Only the axes of variables. The message is clear.
are labelled. Points
are incorrectly
plotted, shows little
that the graph is
communicating. The
message is not clear.
No attempt at all Findings have no link Attempts to outline Findings are outlined Findings are clearly
Summary of or below to the research. findings but no logical but leaves out communicated. They
findings standard. Cannot be clearly coherence. important details. are clearly linked to
interpreted. the research
question. They point
to the research
question.
No attempt at all No justification for the Attempts to justify the Justifies the strategy, Justifies the strategy,
Conclusions or below strategy, conclusion, strategy, conclusion, conclusion, and/or conclusion, and/or
standard. and/or answer. and/or answer, but answer, but leaves answer to the
the justification is not out details. problem.
relevant to the
problem.
No attempt at all Very little or no Uses mathematical Uses mathematical Uses mathematical
Communication or below mathematical language, graphs, language, graphs, language, graphs,
standard. language, graphs, diagrams, and/or diagrams, and/or diagrams, and/or
diagrams, and/or charts appropriately, charts appropriately, charts appropriately.
charts used and but contains but may contain Solution is presented
contains conceptual conceptual errors. transcription or in a clear, orderly and
errors. Presents the Solution is not clearly computation errors. coherent manner so
problem in an unclear presented. Difficulty Solution is presented the reader can follow
manner, steps are in following the in a manner so the the flow of the
missing or out of sequence of steps. scorer can follow solution and final
sequence. Cannot most of the steps in answer.
determine a the solution and final
sequence of steps. answer.

143
6WUXEHQ6WUHHW3UHWRULD
3ULYDWH%DJ;3UHWRULD6RXWK$IULFD
7HO‡)D[

3ULYDWH%DJ;&DSH7RZQ6RXWK$IULFD
7HO‡)D[
&DOO&HQWUH

ISBN 978-1-4315-3143-1

'HSDUWPHQWRI%DVLF(GXFDWLRQ

ZZZHGXFDWLRQJRY]D

ZZZWZLWWHUFRPGEHBVD

ZZZIDFHERRNFRP%DVLF(G